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</div><div align="center" class="MsoNormal" style="text-align: center;"><b><span style="font-family: "Comic Sans MS"; font-size: 16pt;">CURRICULUM IMPERATIVES: A CASE FOR EARLY CHILDHOOD EDUCATION IN <st1:country-region w:st="on"><st1:place w:st="on">NIGERIA</st1:place></st1:country-region><o:p></o:p></span></b></div><div align="center" class="MsoNormal" style="text-align: center;"><br />
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</div><div align="center" class="MsoNormal" style="text-align: center;"><i><span style="font-family: "Comic Sans MS"; font-size: 26pt;">By <o:p></o:p></span></i></div><div align="center" class="MsoNormal" style="text-align: center;"><br />
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</div><div align="center" class="MsoNormal" style="text-align: center;"><b><span style="font-family: "Comic Sans MS"; font-size: 18pt;">Fowowe S.S <o:p></o:p></span></b></div><div align="center" class="MsoNormal" style="text-align: center;"><span style="font-family: "Comic Sans MS"; font-size: 18pt;">Department of Early Childhood Education <o:p></o:p></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span style="font-family: "Comic Sans MS"; font-size: 18pt;">AOCOED, Lagos-Nigeria <o:p></o:p></span></div><div align="center" class="MsoNormal" style="text-align: center;"><br />
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</div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-family: "Comic Sans MS";">Abstract<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><i><span style="font-family: "Comic Sans MS";">The nation’s educational reforms include ones that affect children’s Head Start. The nascent educational reform (ECCE) should be made to have the highest impact on children’s achievement and should be guided adequately with a more challenging and rigorous curriculum which emphasizes good nutrition, psychosocial, stimulation, healthy and safe environment, elementary science, literacy and numeric skills.<span> </span>The paper therefore conceives Early Childhood Education as a community of efforts required to ensure a child’s head start in life and the one that lays the foundations for a life of learning.<span> </span>The objectives of ECCE and certain issues that constituted barriers to successful implementation of its curriculum have equally<span> </span><span> </span>been examined.<span> </span>The paper concludes by stating that every Nigerian child should have access to this foundation education irrespective of location, sex and social background. Keywords: ECCE, <span> </span>IECD <b>Curriculum, Score card, policy document and learning plus.</b> <o:p></o:p></span></i></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><b><span style="font-family: "Comic Sans MS"; font-size: 12pt;"><br clear="all" style="page-break-before: always;" /> </span></b> <div class="MsoNormal" style="text-align: justify;"><b><span style="font-family: "Comic Sans MS";">Introduction <o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: "Comic Sans MS";">In all the human existence, no matter the location or period, and even in different stages of development, people have always cared for the survival of the young child. This effort has always involved ensuring the young ones all round development and their harmonious fitting into wider society (Obanya 2007; Fowowe 2010). <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";"><span> </span>Today, things have even changed, experience from research and practice has influenced the formalization of early childhood care and education (Maduekwezi 2005). For example, there is a global increase in the incidence of one-parent families and other matters relating to family disorderliness. The participation of women in the labour force has also been on the increase which greatly has affected the demand for Early Childhood Education even in Nigeria.<span> </span>To corroborate this development, Olmsted and Welkart (1989) have this to say: <o:p></o:p></span></div><div class="MsoNormal" style="margin: 0in 0.5in 0.0001pt; text-align: justify;"><i><span style="font-family: "Comic Sans MS";">Matters are further complicated by the increasing urbanization of developing countries and the high degree of urbanization in developing countries and of family mobility in developing countries. At the same time, a small but growing body of research is demonstrating the long-term of high quality pre-school programmes and thus creating a wide-spread awareness of the importance of the early years in a child’s life. <o:p></o:p></span></i></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-family: "Comic Sans MS";">What precisely is Early Childhood Care and Education (ECCE)? <o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: "Comic Sans MS";">Despite its short epistemology existence, ECCDE has acquired quite a variety of names with complementary acronyms to match.<span> </span>Each name betrays different emphasis and sometimes different contexts of usage.<span> </span>In the literature, it may be called Early Childhood Care Development and Education (ECCDE), or Early Education, Care and Development (EECD) and sometimes, it is referred to as Early Childhood Education (ECE) or Early Childhood Development and Education (ECDE). In Nigeria and some other developing countries however, the preferred name is Integrated Early Childhood Development (IECD) because, the National Policy on it is entitled “<i>The National Policy for Integrated Early Childhood Development“ (</i>Oguntuashe 2010; & FGN 2005).<span> </span>With this title now (IECD), which is to be used henceforth in this paper, emphasis will be on the integrated nature of the programme. However, whichever name a country choose, it is important to note that, IECD is a multidisciplinary enterprise with components from <i>infant stimulation, Health, Nutrition, Psychology, Sociology, Economic, Laws, Anthropology, Gender studies, Women Development, Child Development, Home</i> Economics, Language and Mathematics (Fowowe 2010; Oguntuase 2010) <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";"><span> </span>According to Mishra (2008), Early Childhood Care and Education (ECC) refers to <i>a wide range of programemes, all aimed at the physical, cognitive and social development of children before they enter primary school – theoretically from birth to about age 7 or 8. </i>From the above statement, it is clear that Nigeria<i> </i>has accepted to contribute to good child development outcomes that set the foundation for lifelong learning and to equally help in the monitoring of health and nutrition status of the child during this critical period of development.<span> </span>This is in line with the objectives of ICED as s contained in the Federal Republic of Nigeria document (FRN 2007:4); <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">(a)<span> </span>Provide care and support that will ensure the rights of the child to: <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">(i)<span> </span>Good nutrition and health;<o:p></o:p></span></div><div class="MsoNormal"><span style="font-family: "Comic Sans MS";">(ii)<span> </span>Healthy and safe environment;<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.75in; text-indent: -0.75in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>(iii)<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Psycho-social stimulation; <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.75in; text-indent: -0.75in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>(iv)<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Protection and participation;<span> </span><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>(b)<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Inculcate in the child the spirit of enquiry and creating through the exploration of nature, the environment, art, music and playing with toys etc; and <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>(c)<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Provide adequate care and supervision for the children, while parents/guardians are at work (on the farms, in the markets, offices, industry etc). <span> </span><o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><br />
</div><div class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: "Comic Sans MS";">Early Childhood Care and Education are given in Day Care centers, Nursery and Kindergarten Schools. <span> </span>Though, Individuals and religious bodies have once constituted the single most important proprietorship until recently in 2004, when Lagos state government blazed the trail by establishing Day care centers and Nursery section[Linkage classes] as part of the existing public primary schools(Adebiyi 2010) <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-family: "Comic Sans MS";">Early Child Care Development and Education (ECCDE) Programmes; Efforts so far <o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: "Comic Sans MS";">The successful implementation of the Integrated Community Health Development (ICHD) and the Primary Health Care (PHC) programmes in <st1:country-region w:st="on"><st1:place w:st="on">Nigeria</st1:place></st1:country-region> helped in reducing child morality rates and ensuring the survival and promotion of other efforts geared towards child care and development.<span> </span>Such efforts were aimed at providing conducive atmosphere for the optimal attainment of the educational potentials of children hence, making the education of the young children in Nigeria then a priority attention.<span> </span>In 1986, the Federal Government and the United Nations International Children’s Fund (UNICEF) in collaboration with Bernard Van Leer of the Netherlands had a Cooperation agreement for the uplift of the situation of children in Nigeria and the ECCDE programme which the Nigeria Education Research and Development Council (NERDC) as the Federal Government’s implementation agency, Piloted in 1987 in five local government areas (Maduewezi 2005). <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";"><span> </span>The aim of ECCDE programme was the total development, care, and early stimulation of children aged 0-8 years, especially those in disadvantaged and low socio-economic strata.<span> </span>The main objective was to provide access for ECC/Pre-school education of Nigerian Children as well as improve children-rearing skills of mothers.<span> </span>The ECCDE programme is community-based, low-cost and affordable. It utilizes relevant local resources and the inter-sectoral approach as a strategy for its implementation.<span> </span>The first phase of the project terminated in 1990 and the second phase covered the period 1991-1995 and covered to UNICEF assisted states (Nwagbara 2003). <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: "Comic Sans MS";">During the second phase, ECCDE program became recognized under the umbrella of the Basic Education program, an aftermath of the Education For All Conference and the Jomtien World Summit for Children in 1990. At the point of transition from one phase to the next, there was physical expansion of the programme.<span> </span>The five pilot local government areas that were covered in the first phase of the project expanded to 59 local government areas (LGAs) during the second phase.<span> </span>During the 1997-2001 phases, it was expected that there will be further expansion on a nationwide coverage to include greater number of disadvantaged children such as children in Koranic schools, home-based children in regular primary schools and other identified specific groups.<span> </span>Emphasis was on Early Childhood Care (ECC) in all its ramifications and the main objective was: <i>To increase access to early child stimulation for children under 6 years through parental education, community/NGO initiatives and inter-sectoral linkages. <o:p></o:p></i></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";"><span> </span>For the new FGN/UNICEF country programme of Cooperation between 2002-2007, more emphasis is given to survival growth and development in early childhood care. The new Country programme goals are to protect the rights of Nigerian children and women, hence, enhancing the capacity of both government and civil society to ensure that Nigeria Children have the best possible prospects for survival, growth, development, protection and participation (Obanya 2007).<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";"><span> </span>NERDC, as the lead agency on ECCDE in Nigeria, has reviewed the curricula in line with the new integrated approach, also, develop Users Guide to the Curricular, carried out inventorisation of ECC models/facilities in Nigeria and documented key household practices. This effort provided the necessary information to improve ECC practices and dialogue on policy drive by stakeholders and the general public equally encouraged the pre-primary school linkages the more access and services for children, and also for positive interventions in ECE programmes (Akinware 2010).<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-family: "Comic Sans MS";">Achievement under the ECCDE Programme <o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">Many scholars such as: Oguntuase 2010; Akinware 2010; Nwagbara 2003, Onifade 2010 have reported the achievement of ECCDE programme in Nigeria. They are listed below: <o:p></o:p></span></div><ul style="margin-top: 0in;" type="disc"><li class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">Guidelines for establishment of ECC Centre/Resource Training Centre have been developed; <o:p></o:p></span></li>
<li class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">A curriculum titled The ECCDE Curriculum was produced by NERDC and approved by the National Council on Education (NCE) in 1994; <o:p></o:p></span></li>
<li class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">Based on the curriculum, about twenty-eight titles of pre-school Readers for different age-ranges have been produced and distributed in ECC Centres and nursery schools to assist the child in learning; <o:p></o:p></span></li>
<li class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">A Handbook for care-givers has been produced – <i>Caring for the African Child</i><o:p></o:p></span></li>
<li class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">Training manual/Guides for lead trainers, child educators and caregivers (in collaboration with the Regional Resource and Training Centre (RTRC), Kenya Institute of Education such as the modules on Child Development, Child Health, Food and Nutrition, ECCDE Childhood Resource Centre, Learn AS you Play, Supervision of Services for Children and so on; <o:p></o:p></span></li>
<li class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">A textbook on Child Development Health and Nutrition in <st1:country-region w:st="on"><st1:place w:st="on">Nigeria</st1:place></st1:country-region> was produced as a learning material for education, health and social services professionals; <o:p></o:p></span></li>
<li class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">Survey reports on child rearing practices in 5 pilot states and 10 UNICEF assisted states have been written;<o:p></o:p></span></li>
<li class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">ECCDE concepts have been infused into curriculum of Colleges of Education and ECC is now offered as courses at the undergraduate and post graduate levels of some universities in Nigeria;<o:p></o:p></span></li>
<li class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">An Anthology of Nigeria songs, stories, games, poems, riddles and tongue twisters for children has been produced in form of Handbook for parents and Caregivers though,(Awaiting publication);<o:p></o:p></span></li>
<li class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">Development of a Child Assessment Instrument (Awaiting Standardization), and<o:p></o:p></span></li>
<li class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">Posters on Child Stimulation and Educational Development (CSED) have been produced and disseminated to ECC Centers and nursery schools. <o:p></o:p></span></li>
</ul><div class="MsoNormal" style="text-align: justify; text-indent: 0.25in;"><span style="font-family: "Comic Sans MS";">This programme has been able to reach the wider society through the social mobilization and awareness campaigns; workshops and seminars for trainers and caregivers as well as advocacy workshops for policy makers. Others are: mobilization of Women NGOs and community leaders for ECCDE; radio and television jingles on ECCDE; and distribution of ECC posters.<span> </span>A total of 9,836 low cost community ECCDE facilities including classrooms have been established in 2 project sites for a total<span> </span><span> </span>of 400,000 children. Health and Nutrition Services, including dental care, developing and growth monitoring services were provided for at least 12,000 of these children. A total of 1,056 trainers/desk officers and supervisors, 15,409 daycare givers and 1,232 para-teachers/instructors were all given training from 1991-1999 (Oguntuase 2010). <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";"><span> </span>The program has expanded from 5 pilot LGAs in 5 states to 59 LGAs in 13 states of the Federation.<span> </span>Community participation and involvement have given hope for sustainability and improvement of early childcare.<span> </span>In addition to the above, an Early Year Development Consultative Committee was established in August, 2002 to start the course of development and improvement of ECC in Nigeria.<span> </span>Furthermore, ECC Inventoris<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">ation instruments have also been produced by NERDC to carry out a nationwide research survey on ECC models/facilities in Nigeria and document key household practices (FGN 2007). <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-family: "Comic Sans MS";">Early Childhood Education Curriculum <o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";"><span> </span>According to Nwagbara (2003), there have been very striking developments on educational curriculum since political independence in <st1:country-region w:st="on"><st1:place w:st="on">Nigeria</st1:place></st1:country-region>, most especially in the area of pre primary education.<span> </span>Nigeria has its 1<sup>st</sup> primary school in 1843, its first secondary school in 1859, its first agricultural school in 1876 and its first Teacher Training College in 1876 (Adegoke 1999).<span> </span>Surprisingly, the first official pronouncement on pre-primary education was expressed in the revised National Policy on Education (revised 1998 and 2004).<span> </span><o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";"><span> </span>It has however, not been a case of total lethargy on the part of Nigerian society as some concerned people for a long time before the official pronouncement has been able to provide Day Care centres, though called different names: “Otaakara,” “Jelosimi” and ‘bargida etuta’’ respectively in Igbo and Yoruba and Hausa parlance (Obanya 2007). However, the commitment of government at this stage<span> </span>eventually necessitated the<span> </span>compilation of a national curriculum meant for the country. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";"><span> </span>Maduewezi (2005) says the ECCDE curriculum was developed by the National Council of Education NCE, in 1994, as a policy document, and afterwards, there have been two different curricula for Early Childhood Education in <st1:country-region w:st="on"><st1:place w:st="on">Nigeria</st1:place></st1:country-region>.<span> </span>The first was <i>the Curriculum Guidelines for Nigerian pre-primary (Nursery Schools)</i> jointly published by NERDC/Evans Publishers (1988). The second one is the Early Child Care Development and Education (ECCDE) Curriculum published by NERDC/UNICEF (Nwagbara 2003), which has recently been reviewed to accommodate emergent global issues in line with democratic principles of human right (Oguntuase 2010). <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-family: "Comic Sans MS";">Teacher and Curriculum Implementation<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify; text-indent: 0.25in;"><span style="font-family: "Comic Sans MS";">Curriculum is the traditional platform for translating expectation of the society into knowledge, attitudes and skills that are expected to be developed or acquired by learners within the school system in formal and non-formal settings (Okebukola 2004). Teacher and quality curriculum have been identified as the most important organizational factors associated with learners’ achievement. Though, it has been very difficult to measure and monitor but it should be noted <span> </span>that how teachers are prepared for teaching is a critical indicator of curriculum quality, hence, preparing teachers for the challenges of a changing world means equipping them with quality and contemporary curriculum, effective teaching practices, an understanding of the use of modern technologies and the ability to work collaboratively with other teachers, members of the community and parents.<span> </span>These synergic efforts will help to realize and promote the national educational goals (Mishra 2008).<span> </span><o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: 0.25in;"><span style="font-family: "Comic Sans MS";">Curriculum of Colleges of Education and faculties of Education in the Universities are so prepared to cater for the education of students for 3 years and 4 years respectively in these three focal area;. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.75in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><b><span style="font-family: "Comic Sans MS";"><span>(i)<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span></b><!--[endif]--><b><span style="font-family: "Comic Sans MS";">Content knowledge – </span></b><span style="font-family: "Comic Sans MS";">This aspect dwells on the knowledge of the subject matter or the contents of the teaching subject. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.75in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><b><span style="font-family: "Comic Sans MS";"><span>(ii)<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span></b><!--[endif]--><b><span style="font-family: "Comic Sans MS";">Pedagogical Content knowledge – </span></b><span style="font-family: "Comic Sans MS";">It deals with the knowledge of the art of teaching and equally involves the knowledge of how to teach content, usually taught during subject methodology classes such as Mathematics methods, language method or science method. </span><span class="MsoIntenseEmphasis">Infact</span><span style="font-family: "Comic Sans MS";">, it is the bridge between content and pedagogy. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.75in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><b><span style="font-family: "Comic Sans MS";"><span>(iii)<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span></b><!--[endif]--><b><span style="font-family: "Comic Sans MS";">Pedagogical knowledge –</span></b><span style="font-family: "Comic Sans MS";"> It is the knowledge of the art of teaching, that is, the principles of teaching such as how to use the teaching technologies, ask questions, develop lesson plan/notes, evaluation techniques and other learning plus (Security, Psycho social, health, nutrition etc) <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.75in; text-align: justify; text-indent: -0.5in;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-family: "Comic Sans MS";">Curriculum Implementation <o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">It is the process of translating the objectives of the curriculum from paper to practice and this process begins when learners have been exposed to the learning experiences prescribed in the document. According to Okebukola (2004), the intermediate steps include teaching work in laboratories, workshops, and crèches and in the field, student-student interactions, student- material interaction. Also, the evaluation and assessment revolving round this dictum must be followed;<span> </span><i>Al do something <o:p></o:p></i></span></div><div class="MsoNormal" style="text-align: justify;"><i><span style="font-family: "Comic Sans MS";"><span> </span><span> </span><span> </span>Some can do few l can<o:p></o:p></span></i></div><div class="MsoNormal" style="text-align: justify;"><i><span style="font-family: "Comic Sans MS";"><span> </span>; while<span> </span><span> </span><o:p></o:p></span></i></div><div class="MsoNormal" style="text-align: justify;"><i><span style="font-family: "Comic Sans MS";"><span> </span><span> </span>few can do all.<o:p></o:p></span></i></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-family: "Comic Sans MS";"><span> </span>Features of ECCE Curriculum <o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: "Comic Sans MS";">According to Agusiobo (2001), the curriculum at this level is non-formal and its purpose is to guide and help teachers, caregivers and parents in the development of the whole child, thus, making it easier for formal teaching which will take place at later stages.<span> </span>The ultimate focus is to develop certain basic skills or behaviour which will provide readiness as well as a comprehensive vision of support for child development, encompassing teaching practices, relationship with parents and connectionism with other community agencies and institutions (NERDC/UNICEF 1994). <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: "Comic Sans MS";">Curriculum at this level is to arrest the problems of early child care development and education and brings the curriculum within the reach of the majority of Nigerian children, particularly those in the rural and low socio-economic urban areas (State Department Education 1993).<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: "Comic Sans MS";">Also, the curriculum for the children should be developed to create awareness, promote positive attitudes, interest and orientations in parents and caregivers who would enhance the holistic (Physical, health, cognitive, language, emotional, social skills creative) development of the Nigerian child, irrespective of his residence and sex.<span> </span><o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><st1:country-region w:st="on"><st1:place w:st="on"><b><span style="font-family: "Comic Sans MS";">Nigeria</span></b></st1:place></st1:country-region><b><span style="font-family: "Comic Sans MS";">’s Scores-card on (ECCDE)<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">Oguntuase (2010:6) and Akinware (2010:9) identify the following <st1:country-region w:st="on"><st1:place w:st="on">Nigeria</st1:place></st1:country-region>’s achievements in ECD: <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>1.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Baseline Surveys carried out in 19 out of 36 states. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>2.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Textbook on ECD produced with an accompanying simplified text on “Caring for the African Child”.<span> </span><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>3.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Development of Growth Monitoring Chart. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>4.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Development of Chart on Child Stimulation for Development. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>5.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Development of a 23 page pre-school reader series. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>6.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Inventory and Publication of ECD Facilities and Key Household practice (KHP) in <st1:country-region w:st="on"><st1:place w:st="on">Nigeria</st1:place></st1:country-region>. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>7.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Establishment of ECD centers in ALL states of the Federation. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>8.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Development and production of National Minimum Standards for ECD centres by (NERDC/UNICEF in 2004) <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>9.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Development and Production of ECD Curriculum NERDC/UNICEF)<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>10.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Development of ECD Curriculum for in-services Teacher Training (National Teachers Institute). <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>11.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Inclusion of IECD principles, theories and practices in the ECCE Curriculum of Colleges of Education (COE) <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>12.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Establishment of IECD Minimum Standards for Colleges of Education by the National Commission for Colleges of Education (NCCE) <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>13.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Creation of IECD centers for children age 3-5 years in existing public schools in the 2004 National Policy on Education. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>14.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Development of an Anthology of Tradition Songs, Poems, Lyrics, Stories, etc in different Nigeria Languages (NERDC/UNICEF). Although developed in 2001, publication in still being awaited! <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>15.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Establishment of Early years Development Consultative Committee (EYDCC) at National and State levels for planning, implementation and monitoring purposes. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>16.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Development of IECD Caregiver Training Manual by NERDC/UNICEF in 2006. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>17.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Empowerment of SUBEBS through provision of infrastructure, equipment and capacity building of personnel. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>18.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Adoption of National Policy on IECD in November, 2007. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>19.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Development of Guidelines for the Implementation of National Policy on IECD (FME/UNICEF) in press. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>20.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Establishment of a National Resource Centre for IECD in <st1:city w:st="on"><st1:place w:st="on">Abuja</st1:place></st1:city>. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-family: "Comic Sans MS";">Challenges facing the Implementation of IECD Curriculum – </span></b><span style="font-family: "Comic Sans MS";">The present curriculum in use in the <st1:country-region w:st="on"><st1:place w:st="on">Nigeria</st1:place></st1:country-region> pre-primary educational system rates as well as those in uses in any developed country of the world. The problem with our programme is, therefore not with quality of the document but with its manner of implementation[Akinware,2010]. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: "Comic Sans MS";">According to Oguntuase (2010), the major impediments to successful implementation of IECD curriculum is the perennial lack of political will to remain true and faithful to National policies or international agreements and conventions.<span> </span>Other hindrances as espoused in FGN (2008) are listed below: <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>1.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Lack of synergy among relevant stakeholders as resulting in instituting constraints and role conflict. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>2.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Scarcity of current reliable data on quality issues<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>3.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Relative lack of awareness of the policy even by Policy makers themselves at National, State and Local Government levels. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>4.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Relative lack of understanding about the importance of the Policy about individual and national development <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>5.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";"><span> </span>Severe shortage of funds which negatively affect its implementation. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>6.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Establishment of ECD Centers to accommodate the teeming millions of children in desperate need of material, emotional, nutritional and stimulation care.<span> </span>For children between 3 and 5 years alone, the expected enrolment is 22 million, whereas the actual is 2.02 million leaving a shortfall of 19.88 million out of school.<span> </span>If we factor in children between birth and 3 years, then the figure of excluded children becomes really staggering. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-family: "Comic Sans MS";">Factors taken into consideration in the Development of IECD Curriculum <o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify; text-indent: 0.25in;"><span style="font-family: "Comic Sans MS";">According to Nwabara (2003), the following factors should be considered before developing IECD curriculum; <o:p></o:p></span></div><ul style="margin-top: 0in;" type="disc"><li class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">The characteristics of Nigerian children vis-à-vis our cultural diversity; <o:p></o:p></span></li>
<li class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">The use of the mother tongue or the langueage of the immediate environment as the medium of instruction; <o:p></o:p></span></li>
<li class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">Utilization of local resources such as folktales, traditional games, songs and toys for relevance and effectiveness; <o:p></o:p></span></li>
<li class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">Integration of nursery education into the primary education structure; and <o:p></o:p></span></li>
<li class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">The peculiar environment of the Nigerian child<o:p></o:p></span></li>
</ul><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">The curriculum should be mentally compartmentalized into two important parts, which are:- <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 1in; text-align: justify; text-indent: -0.75in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>(i)<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">the physical development of the child and;<o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 1in; text-align: justify; text-indent: -0.75in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>(ii)<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Child stimulation. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify; text-indent: 0.25in;"><span style="font-family: "Comic Sans MS";">The aspects of the curriculum that deal with physical development highlights <span> </span>important aspects in the growth and development of the child such as childhood diseases and disabilities, detailed foods and nutrition, hygiene and harmful traditional practices, etc.<span> </span>The area of the curriculum that centers on child stimulation highlighted the following – <i>stimulation of the physical domain, mental and language development, emotional and social development as well as creativity. <o:p></o:p></i></span></div><div class="MsoNormal" style="text-align: justify;"><i><span style="font-family: "Comic Sans MS";"><span> </span></span></i><span style="font-family: "Comic Sans MS";">In summary, these two compartments cater for the: <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">(a)<span> </span>Physical <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">(b) <span> </span>Socio-emotional <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">(c) <span> </span>Intellectual <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">(d) <span> </span>Aesthetics and <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">(c) <span> </span>Special needs of the child. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">For the various variables, definite and dynamic objectives are set, selection of learning experiences or content is made and strategies and materials for attainment of objectives are identified and described and expectations are defined in terms of evaluation and outcomes. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-family: "Comic Sans MS";">Conclusion <o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: "Comic Sans MS";">Education is an indispensable tool in the integration of an individual into the societyssss irrespective of the age, location and social background, because it enlightens, liberates and prepares one for useful living in the society.<span> </span>To this end, all hands must be on deck to ensure the full implementation of the curriculum of IECD at all levels. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-family: "Comic Sans MS";">Recommendations <o:p></o:p></span></b></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -27pt;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>(i)<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Regular professional class teachers need to develop positive attitude towards the education of the children.<span> </span><o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -27pt;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>(ii)<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Government should ensure the full implementation of the various policies on IECD. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -27pt;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>(iii)<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">As no Educational system can rise above the number and quality of its teachers, it s imperative to embark on a massive training of ECD teachers as was done under the Universal Primary Education (UPE) programme by some States and also as done by the Federal Government of Nigeria in the eighties when they desperately needed to train Guidance Counsellors for the School System. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -27pt;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>(iv)<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">The prestige of the teaching profession particularly at the Pre-school level (3-5years) and below it (birth-3 years) should be boosted by funding the training and continuous professional in-service training of teachers at Government expense.<span> </span>It is equally important to carve out a career structure from them and create an attractive salary scale which will provide incentives that would retain the best minds in the profession. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -27pt;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>(v)<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Strategies should be put in place to ensure that it is not those students who cannot secure admission into other Faculties that end up in the Faculties of Education in the Universities or College of Education to study Early Child Care Education<span> </span><span> </span>(Oguntuase 2010); <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -27pt;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>(vi)<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Efforts should be intensified to mobilize support for enrolment of children into ECD programmes both in urban and rural parts of the country.<span> </span>This should be done without prejudice to gender, religion, physical attributes, economic circumstances and other factors which normally lead to exclusion such as HIV/AIDS. Provision of one good meal per day at school as it was done for PES students by COMPASS between 2005-2008 in the three colleges of Education in <st1:country-region w:st="on"><st1:place w:st="on">Nigeria</st1:place></st1:country-region> (<st1:city w:st="on"><st1:place w:st="on">Lagos</st1:place></st1:city>, Nassarawa and <st1:city w:st="on"><st1:place w:st="on">Kano</st1:place></st1:city>). <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -27pt;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>(vii)<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Government, college and University managements should do the selection into teacher education to teach individuals that CAN, ABLE and WILLING. <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 9pt; text-align: justify;"><br />
</div><b><span style="font-family: "Comic Sans MS"; font-size: 12pt;"><br clear="all" style="page-break-before: always;" /> </span></b> <div align="center" class="MsoNormal" style="margin-left: 9pt; text-align: center;"><b><span style="font-family: "Comic Sans MS";">REFERENCES<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">Adebiyi, O. (2010). <span> </span>“Early Child Care and Development Education in <st1:city w:st="on"><st1:place w:st="on">Lagos</st1:place></st1:city> <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify;"><span style="font-family: "Comic Sans MS";">State”.<span> </span>(A paper presented at a-Day Workshop at Adeniran Ogunsanya College of Education on <st1:date day="21" month="7" w:st="on" year="2010">21st July 2010</st1:date>). <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">Adogke, B (1999). “Competency Curriculum for Function Education”.<span> </span><i>Journal <o:p></o:p></i></span></div><div class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><i><span style="font-family: "Comic Sans MS";">of the Curriculum Organisation of <st1:country-region w:st="on"><st1:place w:st="on">Nigeria</st1:place></st1:country-region>, Vol. 6. (2), pp. 60-68. <o:p></o:p></span></i></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">Agusiobo, B.C (2001). “Perspective of the Early Child Care Development and Education incomplete Curriculum”. In I.A Kemmer (Ed) <st1:city w:st="on"><st1:place w:st="on"><i>Readings</i></st1:place></st1:city><i> in Early Childhood Care Development.</i> <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify; text-indent: -0.5in;"><span style="font-family: "Comic Sans MS";">Akinware M. (2010) “Interpretation of National Policy for Integrated Early <br />
Child Development in <st1:country-region w:st="on"><st1:place w:st="on">Nigeria</st1:place></st1:country-region>” being a paper presented at a-Day workshop on implementation of ECCE in Lagos-State on July 4th <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">FGN (2004). <span> </span><i>National Policy on Education.</i> <st1:city w:st="on"><st1:place w:st="on">Abuja</st1:place></st1:city>: NERD <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">FGN (2007). “National Poly for Integrated Early Child Development in <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><st1:country-region w:st="on"><st1:place w:st="on"><span style="font-family: "Comic Sans MS";">Nigeria</span></st1:place></st1:country-region><span style="font-family: "Comic Sans MS";">. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">Fowowe, S.S (2010). “Early Childhood care and Education programme in <st1:place w:st="on"><st1:placename w:st="on">Lagos</st1:placename> <st1:placetype w:st="on">State</st1:placetype></st1:place>: The <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: "Comic Sans MS";">role of stakeholder” in A Onifade, A.O Badejo, R.A Adejare, S. Aina, O.I Owolabi,<span> </span>A.O. Akeredolu (eds) Education: A communication channel for National Development 119-124.. <st1:city w:st="on"><st1:place w:st="on">Lagos</st1:place></st1:city>: Faculty of Education LASU PP <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">Maduewezi, E.J. (2005). <i>Benchmarks & Global Trends in Education. </i><st1:country-region w:st="on"><st1:place w:st="on">Benin</st1:place></st1:country-region> <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: "Comic Sans MS";">City; Dasylva Influence Enterprises. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">Mishra, R.C. (2008). <i>Early Child Care and Education. </i><st1:city w:st="on"><st1:place w:st="on">New Delhi</st1:place></st1:city>: APH Publishing <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: "Comic Sans MS";">Corporation. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">Nwagbara, C. (2003). <i>Education in <st1:country-region w:st="on"><st1:place w:st="on">Nigeria</st1:place></st1:country-region>: Early Learning and Related Critical <o:p></o:p></i></span></div><div class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><i><span style="font-family: "Comic Sans MS";">Issues.</span></i><span style="font-family: "Comic Sans MS";"> <st1:city w:st="on"><st1:place w:st="on">Lagos</st1:place></st1:city>: TRAIT Publication. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">Obanya, P.A.I. (2007) <i>Thinking and Talking Education. </i><st1:city w:st="on"><st1:place w:st="on">Ibadan</st1:place></st1:city>: Evans <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: 0.5in;"><span style="font-family: "Comic Sans MS";">Brothers (Nig.)<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">Oguntuase K. (2010) <i>“Early Child Care and Education as the Foundation for <o:p></o:p></i></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify;"><i><span style="font-family: "Comic Sans MS";">the Holistic Development of the <st1:country-region w:st="on"><st1:place w:st="on">Nigeria</st1:place></st1:country-region> Society</span></i><span style="font-family: "Comic Sans MS";">”. (An inaugural Lecture, <st1:place w:st="on"><st1:placetype w:st="on">University</st1:placetype> of <st1:placename w:st="on">Lagos</st1:placename></st1:place>, <st1:date day="22" month="12" w:st="on" year="2010">22<sup>nd</sup> December, 2010</st1:date>). <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">Okebukola, P.A.O (2004). <span> </span>“Curriculum Implementation in <st1:country-region w:st="on"><st1:place w:st="on">Nigeria</st1:place></st1:country-region>:<span> </span>Stragies for the 21<sup>st</sup> <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify;"><span style="font-family: "Comic Sans MS";">Century” in AOK Noah, D.O. Shonibare, A.O. Akinloye and T. Olajuwon (eds) <i>curriculum implementation and professionalizing teaching <st1:country-region w:st="on"><st1:place w:st="on">Nigeria</st1:place></st1:country-region></i> PP 1-10 <st1:city w:st="on"><st1:place w:st="on">Lagos</st1:place></st1:city>: A Triad <span> </span>Associates. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">Okoro, O (2006). <i>Philosophy of pre-primary Education.</i> <st1:city w:st="on"><st1:place w:st="on">Onitsha</st1:place></st1:city>: Ballin Publishers <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">Olmsted P.P. & Welkart, D.P. (1989) How National Serve Young Children: Profiles of Child <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify;"><span style="font-family: "Comic Sans MS";">Care and Education in 14 Countries In P.P. <i>Olmsted & D.P. Welkart Profiles of Child Care and Education. </i><o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">Onifade, J. (2010). <i>Implementation of Early Childhood Care and Education <o:p></o:p></i></span></div><div class="MsoNormal" style="margin-left: 0.5in; text-align: justify;"><span style="font-family: "Comic Sans MS";">Programme in <st1:place w:st="on"><st1:placename w:st="on">Lagos</st1:placename> <st1:placetype w:st="on">State</st1:placetype></st1:place>”.<span> </span>A paper presented at a Day Workshop on ECCE in <st1:date day="10" month="7" w:st="on" year="2010">July 10th 2010</st1:date>. <o:p></o:p></span></div><div class="MsoNormal"><br />
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<div class="Section1"> <div align="center" class="MsoNormal" style="line-height: 150%; text-align: center;"><b><i><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">SPECIAL NEEDS CHILDREN IN LEARNING SITUATION: THE ROLE OF CAREGIVERS AND EARLY CHILDHOOD EDUCATORS<o:p></o:p></span></i></b></div><div align="center" class="MsoNormal" style="text-align: center;"><br />
</div><div align="center" class="MsoNormal" style="text-align: center;"><br />
</div><div align="center" class="MsoNormal" style="text-align: center;"><br />
</div><div align="center" class="MsoNormal" style="line-height: 150%; text-align: center;"><b><i><span lang="EN-GB" style="font-size: 16pt; line-height: 150%;">BY <o:p></o:p></span></i></b></div><div align="center" class="MsoNormal" style="line-height: 150%; text-align: center;"><br />
</div><div align="center" class="MsoNormal" style="text-align: center;"><br />
</div><div align="center" class="MsoNormal" style="line-height: 150%; text-align: center;"><b><i><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">FOWOWE S.S <o:p></o:p></span></i></b></div><div align="center" class="MsoNormal" style="line-height: 150%; text-align: center;"><b><i><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">DEPARTMENT OF PRIMARY EDUCATION <o:p></o:p></span></i></b></div><div align="center" class="MsoNormal" style="line-height: 150%; text-align: center;"><st1:place w:st="on"><st1:placename w:st="on"><b><i><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">ADENIRAN</span></i></b></st1:placename><b><i><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;"> <st1:placename w:st="on">OGUNSANYA</st1:placename> <st1:placetype w:st="on">COLLEGE</st1:placetype></span></i></b></st1:place><b><i><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;"> OF EDUCATION <o:p></o:p></span></i></b></div><div align="center" class="MsoNormal" style="line-height: 150%; text-align: center;"><b><i><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">OTTO/IJANIKIN, <st1:city w:st="on"><st1:place w:st="on">LAGOS</st1:place></st1:city> <o:p></o:p></span></i></b></div><div align="center" class="MsoNormal" style="line-height: 150%; text-align: center;"><br />
</div><div align="center" class="MsoNormal" style="line-height: 150%; text-align: center;"><br />
</div><div align="center" class="MsoNormal" style="text-align: center;"><br />
</div></div><b><i><span lang="EN-GB" style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 150%;"><br clear="all" style="page-break-before: always;" /> </span></i></b> <div align="center" class="MsoNormal" style="text-align: center;"><b><i><span lang="EN-GB" style="font-size: 14pt;">Abstract <o:p></o:p></span></i></b></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><i><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Every child born into this world is a unique being. But somehow because of some environmental and hereditary factors, some of the children exhibit some physical defect such as a cleftlip, cross-eyes or clubfoot, etc. This paper therefore x-rays some of the categories of disability in special need children, the implication of early identification of special need children to teachers and Early Childhood Educators. Finally, it identifies the major characteristics of special need children and proffers some recommendation for the teachers. <o:p></o:p></span></i></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><b><i><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Keywords</span></i></b><i><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;"> – caregiver, special needs children and Early Childhood Educators <o:p></o:p></span></i></div><span lang="EN-GB" style="font-family: "Times New Roman","serif"; font-size: 14pt;"><br clear="all" style="page-break-before: always;" /> </span> <div class="MsoNormal" style="text-align: justify;"><b><i><span lang="EN-GB" style="font-size: 14pt;">Introduction <o:p></o:p></span></i></b></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Every child born into this world is a unique being. Even identical twins that have the same genetic endowment grow to become different personalities.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Even at birth, one twin could be slightly bigger than the other, one or the other may be more irritable, sleeps more eats more, cries more, even one may be more lively and vocal than the other. <u>(Kemmer, 2006)</u>. It is observed that, these noted differences in the children generally will affect how parents, caregivers and teachers relate to them, and this consequently affect their growth and development. It should be noted at this juncture that, though, all children do have needs and during the childhood period, the child requires physical activity as well as social acceptance to be able to function happily, but some children have problems with physical activity or intellectual achievements or social interaction due to a disability. Such children are referred to in this article as special need children (SNC).<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">These children, (SNC), therefore requires specialized methods with particular focus on the child’s potential strength by the caregivers and the Early Childhood Educators for what even may be its individual’s physical and intellectual disability. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div align="center" class="MsoNormal" style="line-height: 150%; text-align: center;"><b><i><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Who are Special Need Children <o:p></o:p></span></i></b></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">It has often been remarkable that we come to appreciate the unique nature of children only when such a unique nature does not manifest in them. (<st1:country-region w:st="on"><st1:place w:st="on">Jordan</st1:place></st1:country-region>, 1977). According to National Policy on Education (2004), special need Education is a formal special education training given to people (Children and Adults) with special needs. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Encarta, (2008) also views Special Education as a specifically designed instruction to meet. The unique needs and abilities of disabled or gifted children. These disabilities included hearing, visual, speech, behavioural impairment, mental disorder, physical and learning disorder. These special need children consequently require individualized instruction involving special methods and devices, specially trained instructors and flexible programmes adapted to their special needs. Special needs children need the services that can help them make progression education programmes. Most children served by special education programme are between the ages of 6 and 17. (Encarta, 2008).<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div align="center" class="MsoNormal" style="line-height: 150%; text-align: center;"><b><i><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">History of Special Need Education in <st1:country-region w:st="on"><st1:place w:st="on">Nigeria</st1:place></st1:country-region> <o:p></o:p></span></i></b></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">There have always been disabled and gifted children. However, special need education programmes are relatively new: Historically, people with disabilities. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Were often placed in hospitals, asylurns, or other instructions that provided little, if any, education. (Encarta, 2008). <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">French physician and education Jean Marc Gaspard Itard was one of the earliest teaches to argue they special teaching methods could be effective in educating disabled children. In 1801 Itard discovered a young boy roaming wild in the woods of <st1:country-region w:st="on"><st1:place w:st="on">France</st1:place></st1:country-region>. Between 1801 and 1805 Itard used systematic techniques to teach the boy, named Victor, how to communicate with others and how to perform daily living skills, such as dressing himself. Consequently, some educators opened a variety of special schools for disabled students. In 1816 American minister and educator Thomas Hopkins Gallandet established the first public school for deaf students in the <st1:country-region w:st="on"><st1:place w:st="on">United States</st1:place></st1:country-region>. Special need education classes within regular school programme began at the beginning of the 20<sup>th</sup> century. The trend in the special need education in the <st1:place w:st="on"><st1:placename w:st="on">United</st1:placename> <st1:placetype w:st="on">State</st1:placetype></st1:place> has been most influenced by parents and professional advocacy groups, federal law, national trends in conventional education, and the civil rights movement. (<u>Alar, and Coutintro 2008</u>). <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">In like manner, the first attempt to provide formal custodian, vocational and educational services to special needs persons in <st1:country-region w:st="on"><st1:place w:st="on">Nigeria</st1:place></st1:country-region> was initiated by the missionaries in the early 1940’s. The actions of these missionaries attracted other indigenous voluntary agencies e. g. philanthropic and government bodies. Federal government in the former three regions of the century: (Eastern Regions – <st1:city w:st="on"><st1:place w:st="on">Enugu</st1:place></st1:city>, Western Region – <st1:city w:st="on"><st1:place w:st="on">Ibadan</st1:place></st1:city> and Northern Region – <st1:city w:st="on"><st1:place w:st="on">Kaduna</st1:place></st1:city>). (Olajumoke, 2006) The attempt of Eastern, Western and Northern Regions to participate in the programme came at different times between need educations <u>resuscitated</u> in June 1994 when representatives of 92 governments and 25 Internal Organization Organized the World Conference on Special Needs Education held in Salamanca, Spain. The conference agreed on a dynamic new statement on the education of all the children were special needs: (Paniut, 2006). The conference adopted a new framework for action with 14 guiding principles that the regular school accommodate the special needs child regardless of his/her ability. One of the frame for action as cited by Pambot, (2006: 153) is: <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 0.5in; text-align: justify;"><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">The right of every child to education is proclaimed in the Universal Declaration of America Rights, and was forcefully reaffirmed by the World Declaration on Education for all. Every person with a disability has a right to their Education as far as this can be ascertained. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
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</div><div align="center" class="MsoNormal" style="line-height: 150%; text-align: center;"><b><i><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Why do we Need to Educate the Special Need Children <o:p></o:p></span></i></b></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">The rationale behind the education of the special need children is contained in the National Policy on Education, NPE (2004: 48) as: To give concrete meaning to the idea of equalising educational opportunities for all children, their physical, sensory, mental, psychological or emotional disabilities notwithstanding. <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">To provide adequate education for all people with special needs in order that thy may fully contribute their own quota to the development of the nation; <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">To provide opportunities for exceptionally gifted and talented children to develop their talents, natural endowments/traits at their own pace in the interest of he nations economic and technological development. <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Olukoya, (2006) equally gave reasons for integration of special needs children in the main stream of education as follows: <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 0.25in; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-family: Symbol; font-size: 14pt; line-height: 150%;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">The development of social skills which they will need as adults, children learn social and survival skills while playing and learning with other children therefore many specialists believe that normal and special children should benefit from sharing classroom. <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 0.25in; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-family: Symbol; font-size: 14pt; line-height: 150%;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">The outcome of labelling the child a being different might not be able to develop a positive self-esteem.<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 0.25in; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-family: Symbol; font-size: 14pt; line-height: 150%;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">To foster a better understanding of the special need children and a general positive outlook from the society.<span> </span><o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div align="center" class="MsoNormal" style="line-height: 150%; text-align: center;"><b><i><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Categories of Special Need Children <o:p></o:p></span></i></b></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Special need children are classified into six according to (Olukoya 2006) as:<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 27pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-family: Symbol; font-size: 14pt; line-height: 150%;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Visual impaired <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 27pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-family: Symbol; font-size: 14pt; line-height: 150%;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Hearing impaired <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 27pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-family: Symbol; font-size: 14pt; line-height: 150%;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Learning impaired <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 27pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-family: Symbol; font-size: 14pt; line-height: 150%;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Physically handicapped <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 27pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-family: Symbol; font-size: 14pt; line-height: 150%;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Emotionally disabled child <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 27pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-family: Symbol; font-size: 14pt; line-height: 150%;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">The gifted child <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 9pt; text-align: justify;"><br />
</div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">They are discussed briefly below: <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 27pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-family: Symbol; font-size: 14pt; line-height: 150%;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">The visually impaired – The visually impaired received the most attention in education provision and placement because of the sympathy inducing nature of the handicap, and its visible nature. It is believed that the visually impaired have normal intelligence and therefore should be encouraged. The visually impaired are usually classified into two categories. The partially sighted and the blind.<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 27pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-family: Symbol; font-size: 14pt; line-height: 150%;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">The hearing impaired – As the name implies, concerns students who are hard of heavily or deaf. The degree of hearing loss varies. It may be varies. It may be a mild loss, margina, moderate, severe or profound loss. <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 27pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-family: Symbol; font-size: 14pt; line-height: 150%;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Learning impaired – This category of special need cannot be really defined because, it is not visible but we know it is present in the child. But it means a retardation in mental ability, disorder, or delayed development in one or more of the processes of speech, language, reading, spelling, writing arithmetic, etc. <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 27pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-family: Symbol; font-size: 14pt; line-height: 150%;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Physically handicapped – The physically handicapped children have orthopaedic and/or health impairments, which adversely affect their educational performance. They vary from muscular dystrophy, spinabafida, cerebral palsy, cystic fibrosis, etc. <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 27pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-family: Symbol; font-size: 14pt; line-height: 150%;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Emotionally disturbed child – An emotionally disturbed always angry with himself his peers, adults and school at large. This anger may be biological peer and adults and often interference with schooling. He tends to explode into tantrums at the slightest provocation and yet other children in this category may be terrified of many ordinary situations.<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 27pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-family: Symbol; font-size: 14pt; line-height: 150%;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">The gifted/talents child – He is a child that often moves through the regular school curriculum at a foster pace than their peers – such a child therefore requires special attention services or activities that are not ordinarily provided by the school because they learn more rapidly and are able to understand more abstract and complete ideas. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div align="center" class="MsoNormal" style="line-height: 150%; text-align: center;"><b><i><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Characteristics of Special Need Children<o:p></o:p></span></i></b></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">According to Odukoya (2001) and Encarta (2008), the following characteristics and behaviours are manifested in the special need children:<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 27pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-family: Symbol; font-size: 14pt; line-height: 150%;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Behaviours Disorders<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 9pt; text-align: justify; text-indent: 0.25in;"><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">The symptoms include: <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 45pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;"><span>-<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Over-activity, fidgeting, restlessness, <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 45pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;"><span>-<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Poor response to discipline <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 45pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;"><span>-<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Poor concentration, jumping, climbing, always running.<span> </span><o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 27pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-family: Symbol; font-size: 14pt; line-height: 150%;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Vision problems – <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 9pt; text-align: justify; text-indent: 0.25in;"><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Symptoms include: <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 45pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;"><span>-<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Squinting, discharge from eyes, redness or yellow eye coloration, rubbing of eyes<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 45pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;"><span>-<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Regular headaches <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 45pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;"><span>-<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Moving reading materials too close to eyes<span> </span><o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 27pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-family: Symbol; font-size: 14pt; line-height: 150%;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Hearing problems – <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 9pt; text-align: justify; text-indent: 0.25in;"><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Symptoms include:<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 45pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;"><span>-<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Regular ear aches <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 45pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;"><span>-<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Discharge from the ears<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 45pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;"><span>-<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Yelling or speaking in abnormally loud voice <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 45pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;"><span>-<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Turning the head to listen <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 45pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;"><span>-<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Lessened laughter, hesitation before answering questions.<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 45pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;"><span>-<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Mental retardation – The diagnosis and assessment of mental retardation is mode by a trained psychologist after administering intelligence tests on the child to obtain his intelligence quotient. (IQ) It<span> </span>ranges from mild to severe <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 27pt; text-align: justify; text-indent: 9pt;"><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Symptoms include:<span> </span><o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 45pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;"><span>-<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Very slow or unable to achieve developmental tasks such as eating, dressing himself, tying shoes lace etc. <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 45pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;"><span>-<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Poor major co-ordination <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 45pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;"><span>-<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Poor verbal communication and verbal skills.<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 45pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;"><span>-<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Poor memory <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 45pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;"><span>-<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Short attention span <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 45pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;"><span>-<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Difficulty in learning <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 27pt; text-align: justify; text-indent: 9pt;"><br />
</div><div class="MsoNormal" style="margin-left: 27pt; text-align: justify; text-indent: 9pt;"><br />
</div><div class="MsoNormal" style="line-height: 150%; margin-left: 27pt; text-align: justify; text-indent: 9pt;"><b><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Learning disabilities <o:p></o:p></span></b></div><div class="MsoNormal" style="line-height: 150%; margin-left: 27pt; text-align: justify; text-indent: 9pt;"><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Symptoms include: <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 45pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;"><span>-<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Poor visual memory<span> </span><o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 45pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;"><span>-<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Academic retardation <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 45pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;"><span>-<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Impulsivity, mood shifts<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 45pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;"><span>-<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span lang="EN-GB" style="font-size: 14pt; line-height: 150%;">Absent mindedness <o:p></o:p></span></div>fowowehttp://www.blogger.com/profile/04128603627171555133noreply@blogger.com0tag:blogger.com,1999:blog-3499113027341085249.post-40148254852939073742011-08-23T07:56:00.001-07:002011-08-23T07:56:03.005-07:00THE CHILD AND TEACHER RELATIONSHIP: NEW REALITY<link href="file:///C:%5CUsers%5CFOWOWE%5CAppData%5CLocal%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_filelist.xml" rel="File-List"></link><link href="file:///C:%5CUsers%5CFOWOWE%5CAppData%5CLocal%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_themedata.thmx" rel="themeData"></link><link href="file:///C:%5CUsers%5CFOWOWE%5CAppData%5CLocal%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_colorschememapping.xml" rel="colorSchemeMapping"></link><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:DontVertAlignCellWithSp/> <w:DontBreakConstrainedForcedTables/> <w:DontVertAlignInTxbx/> <w:Word11KerningPairs/> <w:CachedColBalance/> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--> <m:smallfrac m:val="off"> <m:dispdef> <m:lmargin m:val="0"> <m:rmargin m:val="0"> <m:defjc m:val="centerGroup"> <m:wrapindent m:val="1440"> <m:intlim m:val="subSup"> <m:narylim m:val="undOvr"> </m:narylim></m:intlim> </m:wrapindent><!--[endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
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<h1 align="center" style="text-align: center;"><span style="font-size: 18pt; line-height: 150%;">THE CHILD AND THE TEACHER RELATIONSHIP: NEW REALITIES<o:p></o:p></span></h1><div class="MsoNormal"><br />
</div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><b><span style="font-size: 14pt;">Abstract<o:p></o:p></span></b></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-size: 14pt; line-height: 150%;">Education in all ramifications promotes harmonious development of the individual’s physical mental, moral and social facilities in order to achieve a life of dedicated service.<span> </span>To ensure the all round development of the learner (child), the service of a professional teacher is imperative.<span> </span>This paper therefore looks at the responsibilities of a creative teacher, the behavioural patterns of the competent teacher, the general principles of good teacher and finally the demand of a new teacher: <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%;"><br />
</div><b><span style="font-family: "Times New Roman","serif"; font-size: 14pt; line-height: 150%;"><br clear="all" style="page-break-before: always;" /> </span></b> <div class="MsoNormal" style="line-height: 150%;"><b><span style="font-size: 14pt; line-height: 150%;">Introduction<o:p></o:p></span></b></div><div class="MsoBodyText">Nowadays, teaching the pre-primary and primary school children can be one of the most satisfying experiences in the world (Osokoya 2006). Children aged 2 to 10 go through fascinating, swiftly accomplished stages of development.<span> </span>They are usually possessed of vigorous personalities, rich enthusiasm, an astonishing amount of physical energy and strong wills.<span> </span>This phenomenal vigour presents a challenge to the teacher who has the responsibility to build an educational climate, display corresponding methodologies and pedagogy that will enhance the children’s development.<span> </span>Teaching therefore, is no doubt one of the most important fields of work one can take part in, in order to better the condition of humanity.<span> </span>Hence, to become a professional teacher of the young ones, one needs to be a manager, counselor, protector or be able to foster the physical, emotional, and socio-psychological development of the children.<span> </span>All these demand special training and exposure to the modern skills and classroom procedures (DLC 2007).</div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><br />
</div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><b><span style="font-size: 14pt; line-height: 150%;">Who is a teacher? – </span></b><span style="font-size: 14pt; line-height: 150%;">A teacher is that professional individual who enlightens, elaborates, encourages, enthuses, explains, edifies, educates, inspires, instructs, imparts, indoctrinates, transforms, trains, inculcates and transmits ideas, information, virtues, values, skills and knowledge, which will enable the learner to become a skillful, knowledgeable, good mannered, sociable, adaptable, productive, competent and complete human being in the society (Opinmi, 2007).<span> </span>The learner who comes to the school in raw form is allowed to go through the refinery of education and at the completion of his/her programme, he/she becomes transformed and translated into finished “product” – that is marketable in the labour market and as well productive in the economy. (Ibid)<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><br />
</div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-size: 14pt; line-height: 150%;">Teaching, nowadays, entails more than mere transfer of information, ideas or values.<span> </span>It is also more than tossing facts into the classroom atmosphere like cut flowers.<span> </span>It is more like planting a garden, which entails careful preparation, faithful sowing, tender watering and a determination to keep the weeds of errors from interfering with growth (Fowowe & Oluwase, 2010).<span> </span>Teacher should therefore ensure the all round development of a child – the head (cognitive domain), the hand (psychomotor domain) the heart (affective domain) and the appreciation of beauty of nature around him (aesthetics).<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><br />
</div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-size: 14pt; line-height: 150%;">Teacher has been described as an epitome of truth “satyam”, ‘shivan’, (goodness) and ‘sundaram’ (beauty) by the ancient Indian scriptures. Though, today, these ideas are not very much ingrained in the present school system and have been eroded by the process of globalization, privatization and liberalization in developing nations (Rajendra 2009).<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><br />
</div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-size: 14pt; line-height: 150%;">Teacher’s attitude plays a vital role in shaping the learning environment of the school.<span> </span>Teacher’s relations with learners influence learners’ relations with teachers, fellow learners and others in the community at large.<span> </span>Further, values among teachers are transmitted to learners through teacher’s behaviour in shaping the personality of a learner.<span> </span>Thus, a teacher controls both the process and product of the school functioning as a nucleus of the system (Rajendra 2009).<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><br />
</div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><b><span style="font-size: 14pt; line-height: 150%;">Learning-Centered Teaching</span></b><span style="font-size: 14pt; line-height: 150%;"> -<span> </span>A close look at the different types of teachers in our schools reveals three groups;<span> </span>those who think that to adopt instruction in the classroom to children’s interest, needs and academic backgrounds is a failure to protect our society’s best interest.<span> </span>To such teachers, learning means acquiring skills in the three Rs and that all children develop at the same rate and those in any one class usually selected on the basis of chronological age need the same learning materials.<span> </span>It is their belief that to know a lot of facts is education, because of this, they think that pupils who have little academic ability merely waste time in the classroom (Akrofi 1981).<span> </span><o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><br />
</div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-size: 14pt; line-height: 150%;">There are also others who think they know all that is good for the children.<span> </span>They do not consider them grown up enough to take part in making classroom rules and regulations,<span> </span>not to talke of helping to plan activities.<span> </span>Teachers in this group tell the children what they expect of them, order them about, mark their examination papers and evaluate their work at the end of the year.<span> </span>Of course, it cannot be denied that they may be interested in what they think is best for the children they only consider them immature.<span> </span>The classroom belongs to the teacher alone (Asiedu 1989).<span> </span>This category of teachers behave as if they are specifically trained to administer “common education” and not to create an environment where the children can learn at their own rate.<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><br />
</div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-size: 14pt; line-height: 150%;">The third category of teacher are those, though few in number, who take the children in the classroom as their partners.<span> </span>They ask children to help in planning the work, seek their views about classroom regulations and rules, encourage them to participate in class activities, make them accountable for their behaviour.<span> </span>Such category of teachers play the role of leaders of the class.<span> </span><o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><br />
</div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-size: 14pt; line-height: 150%;">The new reality today is that learning activities should involve the children more than mere teaching.<span> </span>Learning in any classroom nowadays should be the child’s response to the classroom environment in which he discovers his own world of ideas and activities.<span> </span>Best of all, both the teacher and the children naturally become possessed of attitudes that automatically call for experimentation as well as tests.<span> </span>Thus, the spirit of warmth and self-expression in the class makes learning fun to all (Osokoya 2006; Opinmi 2007; & Akrofi 1981).<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><br />
</div><h2>Creative Teacher Vs. Competent Teacher</h2><div class="MsoBodyText">Teachers generally need to start from the basis that the quality of their relationship with their pupils is all-important.<span> </span>Nothing should be allowed to endanger this trust.<span> </span>Research suggests that good teachers need to understand the simple fact that some of the lessons form studies into classroom interaction before <span> </span>they can teach successfully.<span> </span>These show that teaching is far more than standing up in front of a class relating facts to pupils.<span> </span>Teaching is also about understanding individuals and groups of pupils (Rajendra 2009).</div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><br />
</div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-size: 14pt; line-height: 150%;">The teacher as a professional, has to employ his professional skills and knowledge to develop and maturate the pupils so as to bring about complete, total change and transformation (Opinmi 2007).<span> </span>A lazy teacher therefore indisputably will definitely reproduce lazy pupils who will find it difficult to cope with the rigour of their academic pursuits and finally become dropouts, social-misfits and non-achievers (Odubunmi & Salawu 1985).<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><br />
</div><h2>Who is a Creative Teacher?</h2><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-size: 14pt; line-height: 150%;">According to Opinmi (2007), a creative teacher is the one who makes use of his God-given talent in the teaching profession to bring out multi-faceted benefits to the recipients of his services (both the primary and secondary beneficiaries).<span> </span>He does not allow distractors to determine his focus and goal but always dynamic, self-principled, well-articulated and focused.<span> </span>He always believes in his God-given prowess to make things happen.<span> </span>He will never occupy the seats of spectators, but always acting and playing active roles.<span> </span>He makes things happen in the classroom by promoting active perception, participation and active acting. A creative teacher is a competent teacher.<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><br />
</div><h2>Who is a Competent Teacher?</h2><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-size: 14pt; line-height: 150%;">A competent teacher is a creative teacher who possesses all the characteristics of a creative teacher plus thoroughness and totality in whatever things he does.<span> </span>He does not believe in doing things lackadaisically, haphazardly and absent-mindedly.<span> </span>The competent teacher does not give room for incomplete task.<span> </span>He is absolutely implicit. Whenever he teaches, he tries to ensure a total effect on the lives of the pupils.<span> </span>He is never satisfied with his work until his pupils are convincingly satisfied.<span> </span>The desire and aspiration of his pupils make up his vision (Opinmi 2007).<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><br />
</div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-size: 14pt; line-height: 150%;">However, there are some teachers who are docile, dull, distractive and negatively-dogged whose roles are found to be counter-productive in the school system.<span> </span>The new trend is that the responsibility to create achievement for every child in the school lies with the teacher and the environment the teacher creates in the classroom, and not with the child. (Asiedu 1981).<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><br />
</div><h2>How Teachers should and shouldn’t behave</h2><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-size: 14pt; line-height: 150%;">Teachers at all levels need to know that the basis for the quality of their relationship with their pupils is all-important.<span> </span>Nothing should be allowed to endanger this trust (Rajendva 2009).<span> </span>Certainly, trust and honesty are very important in learning and teaching.<span> </span>For instance, once a teacher is perceived by a class as mere extension of authority or as someone who is incapable of retaining confidence, his or her capacity for effective pastoral work is much reduced.<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><br />
</div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-size: 14pt; line-height: 150%;">Supervisors and heads as a general rule, should be more prepared to leave routine casework to teachers rather than interceding unnecessarily.<span> </span>Such intervention often exacerbates rather than reduces tension.<span> </span>It all destroys effective teaching.<span> </span>Great care should be taken not to break pupils’ confidence.<span> </span>After all, pupils have their own feelings and sense of pride (Prasad 2009).<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><br />
</div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-size: 14pt; line-height: 150%;">Research also suggests that good teachers need to understand some basic principle of classroom interaction before they can teach successfully (Cook, 1951).<span> </span>These show that teaching is far more than standing up in front of a class relating facts to pupils.<span> </span>Teaching therefore is about understanding individuals and groups of pupils.<span> </span><o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><br />
</div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-size: 14pt; line-height: 150%;">To achieve this laudable objective, Robert (2000) recommends that teachers need to spend time finding out what makes their pupils to accept whatever they learn.<span> </span>Such time if well spent will be rewarding.<span> </span>Failure to take an interest in pupils makes them feel that their teachers do not care.<span> </span>Understanding this is likely to lead to empathy and, in turn, will lead to better student-teacher relationship, better lessons and less need for over control.<span> </span>All this makes possible a reduction in the number of opportunities for disruptive conduct in the class (Maurice 1989).<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><br />
</div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-size: 14pt; line-height: 150%;">(Rajendva (2009) and Bharathi (1997) tend to suggest that pupils give two main reasons for disrupting classes: – situations created by poor teaching strategies (not better treated with respect, inconsistency of rule application and poor or non-teaching); and aspects related to the structure and organization of schools (running down the corridor, not wearing school uniform, or ‘talking in assembly’).<span> </span>Teachers’ expectations of pupils’ academic levels can also influence pupils’ performance either adversely or favourably.<span> </span>For instance, a teacher who enthuses about English Language and causes the pupils to enjoy the lessons is likely to achieve better performance and conduct in the subject than another who bores the class to tears or is unable to maintain order. Teachers therefore must control their classes to avoid disruptions.<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><br />
</div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-size: 14pt; line-height: 150%;">(Wangoo (1984); Rajendra(2009) and Mishra (2008) discover that pupils dislike four particular traits in teachers or ‘types’ of teacher:<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 0.75in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-size: 14pt; line-height: 150%;"><span>-<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-size: 14pt; line-height: 150%;">Teachers who are ‘inhuman’ and interpret their role too literarily. Such teachers are perceived by pupils as being “a total of rubbish”, ‘robbots’, ‘faceleless’… and ‘time servers’;<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 0.75in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-size: 14pt; line-height: 150%;"><span>-<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-size: 14pt; line-height: 150%;">Teachers who treat pupils as anonymous. It is advisable that despite current teacher-pupil ratios, it is vital that pupils are treated as individuals;<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 0.75in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-size: 14pt; line-height: 150%;"><span>-<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-size: 14pt; line-height: 150%;">Teachers who are soft and/or inconsistent; and <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 0.75in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-size: 14pt; line-height: 150%;"><span>-<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-size: 14pt; line-height: 150%;">Teachers who are ‘unfair’ and make unreasonable demands on pupils.<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-size: 14pt; line-height: 150%;">Whenever pupils feel that many of their teachers fall into one or more of these categories itemized above, it is likely that they will manifest their displeasure by rebelling and misbehaving.<span> </span><o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><br />
</div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-size: 14pt; line-height: 150%;">Conversely, another research suggests that successful schools are characterized by having a majority of their teachers in the following categories:<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 0.75in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14pt; line-height: 150%;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-size: 14pt; line-height: 150%;">Teachers who are able to control the c at all time (most important);<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 0.75in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14pt; line-height: 150%;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-size: 14pt; line-height: 150%;">Teachers who are able to ‘have a laugh’ with pupils;<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 0.75in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14pt; line-height: 150%;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-size: 14pt; line-height: 150%;">Teachers who foster warm, empathetic relationships with pupils; <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 0.75in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14pt; line-height: 150%;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-size: 14pt; line-height: 150%;">Teachers who like and understand children; <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 0.75in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14pt; line-height: 150%;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-size: 14pt; line-height: 150%;">Teachers who teach their subjects well, with enthusiasm and interesting ways;<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 0.75in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14pt; line-height: 150%;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-size: 14pt; line-height: 150%;">Teachers who teach all the time rather than indulging in aimless activities;<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 0.75in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14pt; line-height: 150%;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-size: 14pt; line-height: 150%;">Teachers who are consistent and fair; <o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 0.75in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14pt; line-height: 150%;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-size: 14pt; line-height: 150%;">Teachers who treat children with respect and as equals; and<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 0.75in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: Symbol; font-size: 14pt; line-height: 150%;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-size: 14pt; line-height: 150%;">Teachers who allow pupils a sense of freedom in class (Robert 2000).<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-size: 14pt; line-height: 150%;">Akrofi (1981) in his “Diversified Learning Activities” observes that children are sent to school because their parents want them to have desirable changes in their lives.<span> </span>He is of the opinion that how much learning a child absorbs and profits from depends upon his own willingness to learn and the efforts he makes.<span> </span>Hence, true learning is self-activity.<span> </span>Again, even at a glance, a teacher becomes aware that the individual members of the class have certain characteristics that make them different.<span> </span>Everyone, every pupil as well as every teacher, has his likes and dislikes.<span> </span>A teacher should therefore be aware that the desired changes he wants in every child will have much to do with the method he selects with particular reference to the child’s learning style (his understanding and feelings).<span> </span>If therefore, learning comes through the experience of activity of the child, then there is no one way learning and the classroom learning activities would not vary.<span> </span>Observation of a good classroom shows these important activities; <i>listening, discussion, study, writing, present work, conversation, dramatization, analysis, story-telling, puzzles, self-evaluation, drawings and so on (</i>Opinmi 2007 & Osokoya 2006).<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><br />
</div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-size: 14pt; line-height: 150%;">All these are felt needs that give drive to purposeful activity, the variety of which makes every pupil whether dull, average or bright expect some success in the classroom.<span> </span>A good classroom therefore is thus the creation of both the teacher and children.<span> </span>The former has a teaching purpose while the latter have a learning purpose (Akrofi 1981).<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><br />
</div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><b><span style="font-size: 14pt; line-height: 150%;">General Principles of good Teaching </span></b><span style="font-size: 14pt; line-height: 150%;"><span> </span><o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><span style="font-size: 14pt; line-height: 150%;">The good relationship between teacher and learners is so important that any compromise of any nature may lead to classroom disorder. To avoid disorder, the following principles that guide good teaching have been suggested Opinmi ( 2007) and Osokoya (2006)<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><br />
</div><div class="MsoNormal" style="line-height: 150%; text-align: justify;"><b><i><span style="font-size: 14pt; line-height: 150%;"><span> </span>Recognition of individual differences:</span></i></b><span style="font-size: 14pt; line-height: 150%;"><span> </span>As classroom teachers, we should recognize the fact that no two persons are the same.<span> </span>Close examination of two leaves from the same plant will throw more light on this principle as the leaves have different features that distinct them.<span> </span>Similarly, the children/pupils under the teacher are different in terms of mental capability (genius or fast learners; mediocre and slow or backward learners), social comportment (introvert and extrovert), physical appearance and emotional feelings.<span> </span>Thus we should avoid the practice of lumping them together in our efforts to teach.<o:p></o:p></span></div><div class="MsoNormal" style="line-height: 150%; margin-left: 0.75in; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-size: 14pt; line-height: 150%;"><span>1)<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><b><i><span style="font-size: 14pt; line-height: 150%;">Identification of pupils needs:</span></i></b><span style="font-size: 14pt; line-height: 150%;"><span> </span>The pupils’ previous knowledge of the subject/topic to be taught must always be considered.<span> </span>The knowledge of the facts and figures will assist him to help the pupils to learn effectively as irrelevant and unnecessary areas will be avoided while important and inevitable aspects will be included during the course of the classroom activities.<span> </span>With a good knowledge of the pupils’ needs a teacher will be able to work to point.<o:p></o:p></span></div>fowowehttp://www.blogger.com/profile/04128603627171555133noreply@blogger.com1tag:blogger.com,1999:blog-3499113027341085249.post-66917170904637200402011-08-23T05:18:00.000-07:002011-08-23T05:18:02.886-07:00GETTING PARENT READY FOR EARLY CHILDHOOD EDUCATION<link href="file:///C:%5CUsers%5CFOWOWE%5CAppData%5CLocal%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_filelist.xml" rel="File-List"></link><o:smarttagtype name="place" namespaceuri="urn:schemas-microsoft-com:office:smarttags"></o:smarttagtype><o:smarttagtype name="PlaceType" namespaceuri="urn:schemas-microsoft-com:office:smarttags"></o:smarttagtype><o:smarttagtype name="PlaceName" namespaceuri="urn:schemas-microsoft-com:office:smarttags"></o:smarttagtype><o:smarttagtype name="country-region" namespaceuri="urn:schemas-microsoft-com:office:smarttags"></o:smarttagtype><o:smarttagtype name="City" namespaceuri="urn:schemas-microsoft-com:office:smarttags"></o:smarttagtype><o:smarttagtype name="State" namespaceuri="urn:schemas-microsoft-com:office:smarttags"></o:smarttagtype><link href="file:///C:%5CUsers%5CFOWOWE%5CAppData%5CLocal%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_themedata.thmx" rel="themeData"></link><link href="file:///C:%5CUsers%5CFOWOWE%5CAppData%5CLocal%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_colorschememapping.xml" rel="colorSchemeMapping"></link><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:TrackMoves/> <w:TrackFormatting/> <w:PunctuationKerning/> <w:ValidateAgainstSchemas/> <w:SaveIfXMLInvalid>false</w:SaveIfXMLInvalid> <w:IgnoreMixedContent>false</w:IgnoreMixedContent> <w:AlwaysShowPlaceholderText>false</w:AlwaysShowPlaceholderText> <w:DoNotPromoteQF/> <w:LidThemeOther>EN-US</w:LidThemeOther> <w:LidThemeAsian>X-NONE</w:LidThemeAsian> <w:LidThemeComplexScript>X-NONE</w:LidThemeComplexScript> <w:Compatibility> <w:BreakWrappedTables/> <w:SnapToGridInCell/> <w:WrapTextWithPunct/> <w:UseAsianBreakRules/> <w:DontGrowAutofit/> <w:SplitPgBreakAndParaMark/> <w:DontVertAlignCellWithSp/> <w:DontBreakConstrainedForcedTables/> <w:DontVertAlignInTxbx/> <w:Word11KerningPairs/> <w:CachedColBalance/> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> <m:mathPr> <m:mathFont m:val="Cambria Math"/> <m:brkBin m:val="before"/> <m:brkBinSub m:val="--> <m:smallfrac m:val="off"> <m:dispdef> <m:lmargin m:val="0"> <m:rmargin m:val="0"> <m:defjc m:val="centerGroup"> <m:wrapindent m:val="1440"> <m:intlim m:val="subSup"> <m:narylim m:val="undOvr"> </m:narylim></m:intlim> </m:wrapindent><!--[endif]--><!--[if gte mso 9]><xml> <w:LatentStyles DefLockedState="false" DefUnhideWhenUsed="true"
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</style> <![endif]--> </m:defjc></m:rmargin></m:lmargin></m:dispdef></m:smallfrac><br />
<div class="Section1"> <div align="center" class="MsoNormal" style="text-align: center;"><br />
</div><div align="center" class="MsoNormal" style="text-align: center;"><br />
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</div><div align="center" class="MsoNormal" style="text-align: center;"><b><span style="font-family: "Comic Sans MS"; font-size: 16pt;">GETTING PARENTS READY FOR EARLY CHILDHOOD<o:p></o:p></span></b></div><div align="center" class="MsoNormal" style="text-align: center;"><b><span style="font-family: "Comic Sans MS"; font-size: 16pt;">EDUCATION: THE ROLE OF LITERACY<o:p></o:p></span></b></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div align="center" class="MsoNormal" style="text-align: center;"><br />
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</div><div align="center" class="MsoNormal" style="text-align: center;"><b><span style="font-family: "Monotype Corsiva"; font-size: 24pt;">By <o:p></o:p></span></b></div><div align="center" class="MsoNormal" style="text-align: center;"><br />
</div><div align="center" class="MsoNormal" style="text-align: center;"><b><span style="font-family: "Comic Sans MS"; font-size: 18pt;">Fowowe, S.S<o:p></o:p></span></b></div><div align="center" class="MsoNormal" style="text-align: center;"><br />
</div><div align="center" class="MsoNormal" style="text-align: center;"><span style="font-family: "Comic Sans MS"; font-size: 16pt;">Department of PES/ECCE<o:p></o:p></span></div><div align="center" class="MsoNormal" style="text-align: center;"><st1:place w:st="on"><st1:placename w:st="on"><span style="font-family: "Comic Sans MS"; font-size: 16pt;">Adeniran</span></st1:placename><span style="font-family: "Comic Sans MS"; font-size: 16pt;"> <st1:placename w:st="on">Ogunsanya</st1:placename> <st1:placetype w:st="on">College</st1:placetype></span></st1:place><span style="font-family: "Comic Sans MS"; font-size: 16pt;"> of Education <o:p></o:p></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span style="font-family: "Comic Sans MS"; font-size: 16pt;">Otto-Ijanikin, Lagos-Nigeria.<o:p></o:p></span></div><div align="center" class="MsoNormal" style="text-align: center;"><br />
</div><div align="center" class="MsoNormal" style="text-align: center;"><br />
</div><div align="center" class="MsoNormal" style="text-align: center;"><b><span style="font-family: "Monotype Corsiva"; font-size: 18pt;">And <o:p></o:p></span></b></div><div align="center" class="MsoNormal" style="text-align: center;"><br />
</div><div align="center" class="MsoNormal" style="text-align: center;"><b><span style="font-family: "Comic Sans MS"; font-size: 18pt;">Ashimolowo Ade Muyiwa <o:p></o:p></span></b></div><div align="center" class="MsoNormal" style="text-align: center;"><span style="font-family: "Comic Sans MS"; font-size: 16pt;">School of Part-Time Studies<o:p></o:p></span></div><div align="center" class="MsoNormal" style="text-align: center;"><st1:place w:st="on"><st1:placename w:st="on"><span style="font-family: "Comic Sans MS"; font-size: 16pt;">Adeniran</span></st1:placename><span style="font-family: "Comic Sans MS"; font-size: 16pt;"> <st1:placename w:st="on">Ogunsanya</st1:placename> <st1:placetype w:st="on">College</st1:placetype></span></st1:place><span style="font-family: "Comic Sans MS"; font-size: 16pt;"> of Education <o:p></o:p></span></div><div align="center" class="MsoNormal" style="text-align: center;"><span style="font-family: "Comic Sans MS"; font-size: 16pt;">Otto-Ijanikin, Lagos-Nigeria.<o:p></o:p></span></div><div align="center" class="MsoNormal" style="text-align: center;"><br />
</div><div align="center" class="MsoNormal" style="text-align: center;"><br />
</div><div align="center" class="MsoNormal" style="text-align: center; text-indent: 0.4in;"><i><span style="font-family: "Comic Sans MS"; font-size: 15pt;"><br />
<!--[if !supportLineBreakNewLine]--><br />
<!--[endif]--><o:p></o:p></span></i></div><b><span style="font-family: "Comic Sans MS"; font-size: 12pt;"><br clear="all" style="page-break-before: always;" /> </span></b> <div align="center" class="MsoNormal" style="text-align: center; text-indent: 0.4in;"><br />
</div><div align="center" class="MsoNormal" style="text-align: center; text-indent: 0.4in;"><br />
</div><div align="center" class="MsoNormal" style="text-align: center; text-indent: 0.4in;"><br />
</div><div align="center" class="MsoNormal" style="text-align: center; text-indent: 0.4in;"><br />
</div><div align="center" class="MsoNormal" style="text-align: center; text-indent: 0.4in;"><br />
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</div><div class="MsoNormal" style="text-align: justify;"><b><span style="font-family: "Comic Sans MS";">Abstract<o:p></o:p></span></b></div><div align="center" class="MsoNormal" style="text-align: center; text-indent: 0.4in;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><i><span style="font-family: "Comic Sans MS";">When families are involved in the Children’s Early Childhood Education, researches have shown that such children may experience greater success once they enter into elementary school. This paper therefore x-rays the parents’ role in children’s academic achievement and early literacy.<span> </span>The paper equally highlights the necessary steps to be taken for “better” parenting in African countries. Finally, the roles of programmes, school and government in the promotion of parents’ literacy were critically examined. <o:p></o:p></span></i></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><b><span style="font-family: "Comic Sans MS"; font-size: 12pt;"><br clear="all" style="page-break-before: always;" /> </span></b> <div class="MsoNormal"><b><span style="font-family: "Comic Sans MS";">Introduction<o:p></o:p></span></b></div><div class="MsoNormal" style="margin: 0in 1in 0.0001pt; text-align: justify;"><i><span style="font-family: "Comic Sans MS";">As the twig is bent, so the branch will grow. Give me a child at the age of one and I will give you a man at the age of six (Maduewesi 1999)<o:p></o:p></span></i></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">It’s not out of order to attend to the primary task of our children’s education, though; reports have shown that there has been family’s involvement in one way or the other in the Early Childhood Education of their wards.<span> </span>It was found out that when families are involved in their wards pre-schooling activities, such wards may experience greater success once they are admitted into the elementary school.<span> </span>(Fantuzzo, Tighe, Childs 2000, Reymolds 1999).<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">In this paper, educational involvement of families entail activities that parents conduct at home and in early childhood setting, that directly or indirectly support their children’s learning. Those activities can be conducted individually or through parents peer networks. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">Family involvement in education can boost young children’ academic pursuit, moreso, that the transition between early childhood and elementary school is a crucial period in children’s academic development. <o:p></o:p></span></div><div class="Style" style="line-height: 15.35pt; margin-left: 4.05pt; text-align: justify;"><br />
</div><div class="Style" style="line-height: 15.35pt; margin-left: 4.05pt; text-align: justify;"><b><span style="font-family: "Comic Sans MS";">Literacy in Focus <o:p></o:p></span></b></div><div class="Style" style="margin: 0in 1.65pt 0.0001pt 3.8pt; text-align: justify;"><span style="font-family: "Comic Sans MS";">Literacy commonly considered as the ability to read and write at some level of proficiency and more precisely as a technical capability to decode written printed signs, symbols or letters, combined into word (Encarta 2004).<o:p></o:p></span></div><div class="Style" style="margin: 0in 1.65pt 0.0001pt 3.8pt; text-align: justify;"><br />
</div><div class="Style" style="margin-left: 2.35pt; text-align: justify;"><span style="font-family: "Comic Sans MS";">An illiterate person is someone who cannot write a short simple statement in his / her everyday life (Microsoft Encarta 2007). People with minimal literacy skills may be described as "functionally illiterates" if they are judged unable to use a variety of skills beyond the reading or writing of a simple sentence. To be functionally literate implies that a person can "use reading, writing and calculation for his or her own and the community's development? Hence, for parents to really fol1ow their children's academic activities, the parents need to be taken through the basic functional literacy as this will go a long way in assisting the children in their study.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="Style" style="text-align: justify;"><b><span style="font-family: "Comic Sans MS";">Family Literacy – </span></b><span style="font-family: "Comic Sans MS";">It is a complex concept, but IRA (1994) describes it as ways parents, children and extended family members use literacy at home and in their community.<span> </span>It occurs naturally during the routines of daily living and helps adults children “get things done”.<span> </span>Family literacy include using drawings or wring to share ideas, composing notes or letters to communicate messages, keeping records, making lists, following written directions, or shaving stories and ideas through conversation reading and writing. <o:p></o:p></span></div><div class="Style" style="text-align: justify;"><br />
</div><div class="Style" style="margin-right: 16.95pt; text-align: justify;"><span style="font-family: "Comic Sans MS";">Considerable information is equally available, regarding the importance of the earl ears of life, in laying the foundation of learning. The child is said to earn.<span> </span>In t e first five years of life than at any other five years span (Maduewesi 1997). The brain also grows at a tremendous rate during the pre-school age, reaching almost its mature bulk before the age of six, while the mind develops with corresponding velocity. During the first few years, the infant learn to see, to hear, to handle to walk to comprehend and to talk. He acquires a large number of habits, fundamental to the complex art of living. Never again will he make such rapid advance in so short a time as during the pre-school period (Waston And Lindgram1973). <o:p></o:p></span></div><div class="Style" style="margin-right: 16.95pt; text-align: justify;"><br />
</div><div class="Style" style="margin-right: 16.95pt; text-align: justify;"><span style="font-family: "Comic Sans MS";">It has been equally estimated that if 50% percent of growth potential in educational achievement takes place between the age of four and five years and that approximately 50percent of general achievement at the age of 18 has been reached by the age of 9, literacy and learning patterns and attitudes are built and established at this time (Bloom (1964). <o:p></o:p></span></div><div class="Style" style="margin-right: 15.3pt; text-align: justify;"><br />
</div><div class="Style" style="margin-right: 15.3pt; text-align: justify;"><span style="font-family: "Comic Sans MS";">It is believed that 50 percent of adult intelligence is developed between conception and ages 4 and 8, while 20 percent is developed between 8 and 17 (Bloom 1964). Growth in literacy and in all ramifications is wrapped if the early years are not emotionally and academically secured for the child (Okeahialarn 1987, Fowowe<span> </span>and Ishola 2006). Hence, parents' attitudes and behaviours are crucial factors which affect young child’s 'orientation toward school and education (Literacy. Generally, parents who value education, they themselves are educated or want to be educated, can influence the child’s' attitude towards schooling and school activities from the way they refer to and or discuss issues and build set time and resources for each pursuit (Maduewesi 1997). <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">A review of early childhood education and intervention literature suggests that these experiences can affect parents' current and future beliefs (Bernard 2001). Compared to non-pre school parent, parents of children who are participating in pre school activities have higher occupational aspirations for their children, more satisfaction with their children’s school performances and greater parent involvement in elementary years at home and in school. Pre-school factors positively affecting later home and school involvement include the existence amount and number of years of pre-school, as well as follow up activities once the children reach school age. Bernard (2002) also found out in his studies that early interventions could lead to fewer homes - school communication and involvement later on.<o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="Style" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">Some literate parents provide home with a plentiful supply of books, pictures, toys, charts, maps and other educational mass, so that their children are surrounded by educative features. It takes some of level of literacy of the parents to provide all those mass, such children in this kind of environment can be described as living in an educationally rich atmosphere or environment (Maduewesi 1997). Children who see their parents reading or persisting in an endeavour (Literacy) have advantages of possessing the potential to do likewise. <o:p></o:p></span></div><div class="Style" style="text-align: justify;"><br />
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</div><div class="Style" style="text-align: justify;"><b><span style="font-family: "Comic Sans MS";">Early Literacy Development- </span></b><span style="font-family: "Comic Sans MS";">Parents, or the family members who care for children, are children’s first teachers.<span> </span>They are also children’s teacher for the longest time.<span> </span>Beginning at birth, children’s experience after their success in becoming literate (McCracken and McCracken 1972). The success of the school literacy programme frequently depends on the literacy environment at home.<span> </span>Studies equally carried out in homes have been a major catalyst for new early literacy strategies (Lesly 2001). </span><span style="font-family: "Comic Sans MS";">In area, such as children's early reading, Godsden and Broman (1979), in their critical review of research on parents involvement in children's education and schooling, found out that parent' participation in literacy activities, the barriers that parents face as a result of literacy, and their perception of the role that they can play in their children's literacy development may affect children’s' preparedness for school. These factors also may influence the direct and subtle messages that parents send to their children about the value, achieved ability and power associated with literacy, schooling and knowledge. <span><o:p></o:p></span></span></div><div class="Style" style="margin-right: 0.4pt; text-align: justify;"><span style="font-family: "Comic Sans MS";">This other studies suggest that, parents' ability to support their child's learning affects the child's engagement with books and schooling. Fathers (and mothers) who have limited schooling as well as low reading and writing (literacy) abilities have difficulty participating in school related activities requiring high levels of literacy. However, these parents have high hopes for their children and depend on programmes to ensure that their children will become competent learners (Yarrow I.J. & Macturk R.H. <o:p></o:p></span></div><div class="Style" style="text-align: justify;"><br />
</div><div class="Style" style="margin-right: 0.9pt; text-align: justify;"><span style="font-family: "Comic Sans MS";">Nord, Brimhall and West (1997) analysed data from the 1996 National House school Education Survey (NHES) and compared the involvement of non-resident and married parents. in school activities of kindergarten to 12<sup>th</sup> grade student examining married<span> </span>nonresident parents' involvement in four types of school activities during the school year: attending a general school meeting, attending a class or school event, attending a parent-teacher conference and volunteering. <o:p></o:p></span></div><div class="Style" style="margin: 0in 0.9pt 0.0001pt 35.25pt; text-align: justify;"><br />
</div><div class="Style" style="line-height: 16.55pt; text-align: justify;"><span style="font-family: "Comic Sans MS";">Involvement in this content was defined as low if parents did none or one of the four activities during the school year, moderate, if they did two activities, and high, if they did three or four activities. Parents in two parents’ families and non-resident parents who were moderately or highly involved in their children's school held children who were significantly more likely than children with less involved parents to receive mostly high marks, enjoy school, and never repeat a grade. Early literacy development therefore, is a significant part of preparing children to achieve academically. <o:p></o:p></span></div><div class="Style" style="line-height: 16.55pt; text-align: justify;"><br />
</div><div class="Style" style="line-height: 16.55pt; text-align: justify;"><span style="font-family: "Comic Sans MS";">Children's early literacy is one of the areas to show great promise in engaging parents. Although, empirical studies in this area are few, the applied activities suggested in young children and other publications demonstrated how parents can be invited to engage in basic literacy activities.<span> </span>Snow, Burns & Griffim; White & Longman (1989); Dickson & Tabors (2001); and Wasik & Bond 2001) have identified a range of early literacy behaviours that are associated with children's engagement which include: <o:p></o:p></span></div><div class="Style" style="line-height: 16.55pt; text-align: justify;"><br />
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</div><div class="Style" style="line-height: 15.8pt; margin-left: 27pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: Symbol;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Oral language development which include book reading. <o:p></o:p></span></div><div class="Style" style="line-height: 15.8pt; margin-left: 27pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: Symbol;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Phonemic awareness activities. <o:p></o:p></span></div><div class="Style" style="line-height: 15.8pt; margin-left: 27pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: Symbol;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Exposure to the left end of the alphabet. etc. <o:p></o:p></span></div><div class="Style" style="margin-right: 0.4pt; text-align: justify;"><br />
</div><div class="Style" style="margin-right: 0.4pt; text-align: justify;"><b><span style="font-family: "Comic Sans MS";">Factors that promote Literacy in the home <o:p></o:p></span></b></div><div class="Style" style="margin-right: 0.4pt; text-align: justify;"><span style="font-family: "Comic Sans MS";">Lesley (2001) quoted Leichater (1984) that family influence development in three ways: <o:p></o:p></span></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 0.5in; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>1.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Interpersonal Interaction <o:p></o:p></span></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 0.5in; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>2.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Physical environment <o:p></o:p></span></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 0.5in; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>3.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Emotional and motivated climate <o:p></o:p></span></div><div class="Style" style="margin-right: 0.4pt; text-align: justify;"><span style="font-family: "Comic Sans MS";">Interpersonal Interaction consists of the literacy experiences shared with the child by parents’ siblings and other individual in the home. <o:p></o:p></span></div><div class="Style" style="margin-right: 0.4pt; text-align: justify;"><br />
</div><div class="Style" style="margin-right: 0.4pt; text-align: justify;"><span style="font-family: "Comic Sans MS";">The physical environment includes the literacy materials available in the home. <o:p></o:p></span></div><div class="Style" style="margin-right: 0.4pt; text-align: justify;"><br />
</div><div class="Style" style="margin-right: 0.4pt; text-align: justify;"><span style="font-family: "Comic Sans MS";">The emotional and motivational climate comprises the relationships among the individuals in a home, especially as reflected in the parents’ attitude toward literacy and their aspiration for children’s literacy development. <o:p></o:p></span></div><div class="Style" style="margin-right: 0.4pt; text-align: justify;"><br />
</div><div class="Style" style="margin-right: 0.4pt; text-align: justify;"><span style="font-family: "Comic Sans MS";">Lesley however argued that it is a literacy-rich environment not parent’s education occupation or socioeconomic level, that correlates most highly with children’s early literacy ability.<span> </span>Children with an early interest in reading and writing tend to spend play time at home writing and drawing with paper and crayon or looking at book (early development of fine motor skills). Parents in these homes enforce rules for selecting and limiting T.V viewing. <o:p></o:p></span></div><div class="Style" style="margin-right: 0.4pt; text-align: justify;"><br />
</div><div class="Style" style="margin-right: 0.4pt; text-align: justify;"><b><span style="font-family: "Comic Sans MS";">Parent involvement <o:p></o:p></span></b></div><div class="Style" style="margin-right: 0.4pt; text-align: justify;"><span style="font-family: "Comic Sans MS";">Teachers can involve parents or Guardian in the studies of their wards in the following way: <o:p></o:p></span></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 0.5in; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: Symbol;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Teachers should send home notes when a child is doing well, should not only <span> </span>send notes only when there is problem. <o:p></o:p></span></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 0.5in; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: Symbol;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Invite parents to help with literacy activities in the classroom such as reading to children, taking dictation and telling of stories. <o:p></o:p></span></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 0.5in; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: Symbol;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Invite parents to school to share special skills they may have to talk about their cultural heritage. <o:p></o:p></span></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 0.5in; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: Symbol;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">At the beginning of the school year send home the goals to be achieved for the class which the teacher teach for literacy development, in a format that can be understood by all. <o:p></o:p></span></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 0.5in; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: Symbol;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Parents should be invited to school to participate with their children in literacy activities especially during periods of social-cooperative reading and writing. <o:p></o:p></span></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 0.5in; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: Symbol;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Provide lists of literature for parents to share with their children. <o:p></o:p></span></div><div class="Style" style="margin-right: 0.4pt; text-align: justify;"><br />
</div><div class="Style" style="margin-right: 0.4pt; text-align: justify;"><b><span style="font-family: "Comic Sans MS";">Rational for Early Literacy <o:p></o:p></span></b></div><div class="Style" style="margin-right: 0.4pt; text-align: justify;"><span style="font-family: "Comic Sans MS";">A poor foundation in literacy prior to school entry not reduces the likelihood of later success in literacy, but also increases, the risk of children dropping out of formal education. Poor reading and writing skills are associated with lower self esteem, poor educational and social outcomes and higher rates of unemployment welfare dependence and teenage pregnancy (Smith 1971). Poor reading levels can also impact negatively on individuals’ health (<st1:place w:st="on">Adams</st1:place>, 1990). In contrast, literacy has many benefits for children, families, communities and society as a whole.<span> </span>High level of literacy and been linked to increased academic and occupational success, increased self-esteem and motivation to education, socially acceptable behaviour, posture regards for one’s ability prospects learning to empowerment, a reduction in the need for programme required to address literacy and a subsequent reduction in social and financial cost associated with illiteracy.<o:p></o:p></span></div><div class="Style" style="margin-right: 0.4pt; text-align: justify;"><br />
</div><div class="Style" style="margin-right: 0.4pt; text-align: justify;"><span style="font-family: "Comic Sans MS";">Lesley (2001) opines that the child’s ability to read and write depends a lot on the things you do at home from the time he or she is born.<span> </span>He suggests materials, activities, and attitudes that are important in helping child to learn, read and write: <o:p></o:p></span></div><div class="Style" style="margin-right: 0.4pt; text-align: justify;"><br />
</div><div class="Style" style="margin-right: 0.4pt; text-align: justify;"><b><span style="font-family: "Comic Sans MS";">Materials <o:p></o:p></span></b></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 0.5in; text-align: justify; text-indent: -27pt;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>1.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Have a space at home for books and magazines for your child. <o:p></o:p></span></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 0.5in; text-align: justify; text-indent: -27pt;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>2.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">If you can, subscribe to a magazine for your child. <o:p></o:p></span></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 27pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>3.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Place some of your child’s and some of your books, magazines, and newspapers in different parts of your home. <o:p></o:p></span></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 27pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>4.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Provide materials that will encourage children to tell or create their own stories, such as puppets, dolls, and story tapes. <o:p></o:p></span></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 27pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>5.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Provide materials for writing, such as crayons, markers, pencils, and paper in different sizes. <o:p></o:p></span></div><div class="Style" style="margin-right: 0.4pt; text-align: justify; text-indent: -27pt;"><br />
</div><div class="Style" style="margin-right: 0.4pt; text-align: justify;"><b><span style="font-family: "Comic Sans MS";">Activities <o:p></o:p></span></b></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 27pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>1.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Read or look at books, magazines, or the newspaper with your child.<span> </span>Talk about what you looked at or read. <o:p></o:p></span></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 45pt; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>2.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Visit the library and take out books and magazines to read at home. <o:p></o:p></span></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 45pt; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>3.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Tell stories together about books, about your family, and about things that you do. <o:p></o:p></span></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 27pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>4.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Look at and talk about written material you have such as catalogues, advertisements, work-related materials, and mail. <o:p></o:p></span></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 27pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>5.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Provide a model for your child by reading and writing at a time when your child can see you. <o:p></o:p></span></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 45pt; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>6.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Point to print outside, such as road signs and names of stores. <o:p></o:p></span></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 45pt; text-align: justify; text-indent: -0.5in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>7.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Write with your child and talk about what you write.<o:p></o:p></span></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 27pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>8.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Point out in print your home such as words of food boxes or recipes, directions on medicine, or instructions on things that require assembly. <o:p></o:p></span></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 27pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>9.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Visit the post office, supermarket, and zoo.<span> </span>Talk about what you saw and read. When you get home, draw and write about it.<o:p></o:p></span></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 27pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>10.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Use print to talk to your child. Leave notes for each other. Make lists to do things, such as food lists, lists of errands, and lists for holiday shopping.<span> </span><o:p></o:p></span></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 0.5in; text-align: justify;"><br />
</div><div class="Style" style="margin-right: 0.4pt; text-align: justify;"><b><span style="font-family: "Comic Sans MS";">Foster Positive Attitudes toward <st1:city w:st="on"><st1:place w:st="on">Reading</st1:place></st1:city> and Writing <o:p></o:p></span></b></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 0.5in; text-align: justify; text-indent: -27pt;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>1.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Reward your child’s attempts at reading and writing, even if they are not perfect, by offering praise. Say kind words like: <o:p></o:p></span></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 63pt; text-align: justify; text-indent: -27pt;"><span style="font-family: "Comic Sans MS";">“What nice work you do.” “I’m happy to see you are reading.” <o:p></o:p></span></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 0.5in; text-align: justify;"><span style="font-family: "Comic Sans MS";">“I’m happy to see you are writing. Can I help you?” “That is good of you; you will soon become a fast reader” <o:p></o:p></span></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 0.5in; text-align: justify; text-indent: -27pt;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>2.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";"><span> </span>Answer your child’s questions about reading and writing <o:p></o:p></span></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 0.5in; text-align: justify; text-indent: -27pt;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>3.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Be sure that reading and writing are enjoyable experiences.<o:p></o:p></span></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 0.5in; text-align: justify; text-indent: -27pt;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>4.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Display your child’s work in your home. <o:p></o:p></span></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 0.5in; text-align: justify; text-indent: -27pt;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>5.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Visit school when your child asks you to come.<span> </span>Volunteer to help at school, attend programs in which your child is participating, attend parent’s forum, and attend parents’ teachers’ meetings.<span> </span>This lets your child know you care about him. <o:p></o:p></span></div><div class="Style" style="margin-right: 0.4pt; text-align: justify;"><br />
</div><div class="Style" style="margin-right: 0.4pt; text-align: justify;"><st1:place w:st="on"><st1:placename w:st="on"><b><span style="font-family: "Comic Sans MS";">Visit</span></b></st1:placename><b><span style="font-family: "Comic Sans MS";"> <st1:placetype w:st="on">School</st1:placetype></span></b></st1:place><b><span style="font-family: "Comic Sans MS";"> and Speak to Your Child’s Teacher <o:p></o:p></span></b></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 0.25in; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>1.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">If you want to volunteer help in any way.<o:p></o:p></span></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 0.25in; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>2.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">If you want to visit your child’s class during school hours. <o:p></o:p></span></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 0.25in; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>3.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">If you have concerns about your child’s reading and writing. <o:p></o:p></span></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 0.25in; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>4.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">If you feel your children have problems with vision, hearing, or other things. <o:p></o:p></span></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 0.25in; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>5.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">If you need help because the language you speak at home is not English.<o:p></o:p></span></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 0.25in; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>6.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">If you need help with reading and writing yourself. <o:p></o:p></span></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 0.25in; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>7.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">If you would like to know more about how you can help your child at home. <o:p></o:p></span></div><div class="Style" style="margin: 0in 0.4pt 0.0001pt 0.25in; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: "Comic Sans MS";"><span>8.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">If you want to know more about what your child is learning at school <o:p></o:p></span></div><div class="Style" style="line-height: 16.55pt; margin: 0in 7.65pt 0.0001pt 1.15pt; text-align: justify;"><br />
</div><div class="Style" style="line-height: 15.8pt; margin-left: 1.65pt; text-align: justify;"><b><span style="font-family: "Comic Sans MS";">Parenting Children for Learning in <st1:country-region w:st="on"><st1:place w:st="on">Nigeria</st1:place></st1:country-region> <o:p></o:p></span></b></div><div class="Style" style="line-height: 16.3pt; margin-left: 1.4pt; text-align: justify;"><span style="font-family: "Comic Sans MS";">Parenting is the whole range of activities, concerns and all the knowledge and skills that being a parent entail (Ferreiro 1982). It involves nurturing and teaching over a considerably long period, with ultimate aim of exerting such influence over a young to shape the behaviour, the beliefs and quality of life. Parenting also goes on even where there is no parenthood because there are always children requiring parental care in any given environment. <o:p></o:p></span></div><div class="Style" style="line-height: 16.3pt; margin-left: 1.4pt; text-align: justify;"><br />
</div><div class="Style" style="line-height: 16.3pt; margin: 0in 7.4pt 0.0001pt 1.65pt; text-align: justify;"><span style="font-family: "Comic Sans MS";">Maduewesi (2005) noted that parenting is a delicate but critical skill which affects not just the fortunes of families but sets the pace of communities and determines the culture of society. Parents are the child's first teachers; hence, parents’ education is highly imperative in order to prepare them adequately for their role as bearer of responsibility for childhood education. <o:p></o:p></span></div><div class="Style" style="line-height: 16.55pt; text-align: justify;"><br />
</div><div class="Style" style="line-height: 16.55pt; text-align: justify;"><span style="font-family: "Comic Sans MS";">Parents can begin to engage their children in activities such as telling stories, discussing family issues, questioning and answering, encouraging them to express their opinions on certain issues, whereby enhancing their communication skills. Children of such parents, even where such parents are not school educated or semi illiterates, go on to do well in school and to become self confident adults, able to chart their own progress and success. <o:p></o:p></span></div><div class="Style" style="line-height: 16.55pt; text-align: justify;"><br />
</div><div class="Style" style="line-height: 16.55pt; text-align: justify;"><span style="font-family: "Comic Sans MS";">There are innovative programmes that support and educate parents around the world. <st1:country-region w:st="on"><st1:place w:st="on">Cuba</st1:place></st1:country-region>, <st1:country-region w:st="on"><st1:place w:st="on">Indonesia</st1:place></st1:country-region>, <st1:country-region w:st="on"><st1:place w:st="on">China</st1:place></st1:country-region>, <st1:country-region w:st="on"><st1:place w:st="on">Turkey</st1:place></st1:country-region> interestingly have proven popular, because they reached large numbers of people through existing community network at a relatively low cost (UNICEF 1999). In <st1:country-region w:st="on"><st1:place w:st="on">Nigeria</st1:place></st1:country-region> too, there have been concerted efforts of NERDC in the training of care givers and parents. Community Participation for social Sector (COMPASS) too is equally embarking on national campaign, trainings for parents on Health related problems and parents' participation in their wards' school activities. <o:p></o:p></span></div><div class="Style" style="line-height: 16.55pt; text-align: justify;"><br />
</div><div class="Style" style="line-height: 16.55pt; text-align: justify;"><span style="font-family: "Comic Sans MS";">Parents as a first teacher: what they need to do:- <o:p></o:p></span></div><ul style="margin-top: 0in;" type="disc"><li class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">Ask their children questions in order to task their brain as all these will stimulate the intellect and encourage healthy mental development. <o:p></o:p></span></li>
<li class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">Provide games or books that will develop their children mentally. <o:p></o:p></span></li>
<li class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">Let them be familiar with seeing, touching, handling and observing parent working with books, so as to help them develop a healthy orientation towards education. <o:p></o:p></span></li>
</ul><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="Style" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">Bronfon (1976) & Halley and Honig (1977) confirm that when parents’ care included in the education process, whether in home tutoring or in school experience, it has longer and lasting gains in learning result for children, therefore, the parents should not see the child literacy as the sole responsibility of the teachers. <o:p></o:p></span></div><div class="Style" style="text-align: justify;"><br />
</div><div class="Style" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">Achievement of parents and schools that work together:- <o:p></o:p></span></div><div class="Style" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">When parents and school teachers co-operate, there is reduction in the type of confusion which results in the child’s mind. <o:p></o:p></span></div><div class="Style" style="line-height: 16.3pt; margin: 0in 13.6pt 0.0001pt 35.95pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: Symbol;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">One of the objectives of pre-primary education in National Policy on Education (2004) is "effecting a smooth transition from home to School". If parents co-operate with and relate closely with the school, this smooth transition is much easier to achieve. <span> </span>- <o:p></o:p></span></div><div class="Style" style="line-height: 16.3pt; margin: 0in 13.6pt 0.0001pt 35.95pt; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: Symbol;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Parents, who actively participate in school activities, get to understand their own children better and also enjoy the various stages in their development. By doing this, they are assisting their children to succeed as learners and as persons. <o:p></o:p></span></div><div class="Style" style="line-height: 16.3pt; margin-left: 36.2pt; text-align: justify; text-indent: -17.75pt;"><!--[if !supportLists]--><span style="font-family: Symbol;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Parents, who co-operate or work with their children's teachers will use school like-activities at home and will develop ideas to enhance their children's learning. <o:p></o:p></span></div><div class="Style" style="line-height: 6.45pt; text-align: justify;"><br />
</div><div class="Style" style="margin-right: 12.9pt; text-align: justify;"><br />
</div><div class="Style" style="line-height: 16.55pt; margin-right: 12.9pt; text-align: justify;"><b><span style="font-family: "Comic Sans MS";">Necessity for Parents’ Education <o:p></o:p></span></b></div><div class="Style" style="line-height: 16.55pt; margin-right: 12.9pt; text-align: justify;"><span style="font-family: "Comic Sans MS";">Burton (1993), a Chief Adviser for the “New Parents and Teachers" Programme in the United States, identified four essential foundations or processes which are established during the first three years of life which must receive attention well, before formal school will begin. These foundations are: <o:p></o:p></span></div><div class="Style" style="line-height: 16.55pt; margin: 0in 12.9pt 0.0001pt 0.5in; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: Symbol;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><b><span style="font-family: "Comic Sans MS";">Language Development And Curiosity Behaviour:-</span></b><span style="font-family: "Comic Sans MS";"> Parents have to know and begin right from birth to encourage their children's language development through performance of number of activities and building certain habits. They should also encourage the child to get into things by looking, smelling, touching and so on, of course, within the bounds of safety. <o:p></o:p></span></div><div class="Style" style="line-height: 16.55pt; margin: 0in 12.9pt 0.0001pt 0.5in; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: Symbol;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><b><span style="font-family: "Comic Sans MS";">Social Development:-</span></b><span style="font-family: "Comic Sans MS";"> The home is the micro society which forms the prototype for later relationship in the larger society. Relationship at this level needs to be wholesome, satisfactory and loving, to give the child a feeling of human belonging, adequacy and a viable framework for future relationships. <o:p></o:p></span></div><div class="Style" style="line-height: 16.55pt; margin: 0in 12.9pt 0.0001pt 0.25in; text-align: justify;"><br />
</div><div class="Style" style="line-height: 16.55pt; margin: 0in 12.9pt 0.0001pt 0.5in; text-align: justify; text-indent: -0.25in;"><!--[if !supportLists]--><span style="font-family: Symbol;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><b><span style="font-family: "Comic Sans MS";">Cognitive Intelligence:</span></b><span style="font-family: "Comic Sans MS";"> This is characterized by problem solving, activities understanding cause and effect relationship (e.g. pushing the switch results in the light coming on) etc. Though, such activities may look like play, but much leaning takes place at the same time. For this reason, a child should be allowed, indeed encouraged, by parents to play, because, in the course of it, they acquire many other skills including those of cognitive intelligence . Other ways by which parents can help in the development of Cognitive Intelligence include:- <o:p></o:p></span></div><div class="Style" style="line-height: 16.3pt; margin-left: 0.5in; text-align: justify; text-indent: 0in;"><!--[if !supportLists]--><span style="font-family: Symbol;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Talking to their babies and young children <o:p></o:p></span></div><div class="Style" style="line-height: 16.05pt; margin-left: 0.5in; text-align: justify; text-indent: 0in;"><!--[if !supportLists]--><span style="font-family: Symbol;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Playing with them <o:p></o:p></span></div><div class="Style" style="line-height: 16.55pt; margin: 0in 246.7pt 0.0001pt 0.5in; text-align: justify; text-indent: 0in;"><!--[if !supportLists]--><span style="font-family: Symbol;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Showing them things and places <o:p></o:p></span></div><div class="Style" style="line-height: 16.55pt; margin: 0in 246.7pt 0.0001pt 0.5in; text-align: justify; text-indent: 0in;"><!--[if !supportLists]--><span style="font-family: Symbol;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><st1:city w:st="on"><st1:place w:st="on"><span style="font-family: "Comic Sans MS";">Reading</span></st1:place></st1:city><span style="font-family: "Comic Sans MS";"> to them <o:p></o:p></span></div><div class="Style" style="line-height: 16.8pt; margin: 0in 36.2pt 0.0001pt 0.5in; text-align: justify; text-indent: 0in;"><!--[if !supportLists]--><span style="font-family: Symbol;"><span>·<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-family: "Comic Sans MS";">Telling them stories and giving them opportunity to see and handle <o:p></o:p></span></div><div class="Style" style="line-height: 16.8pt; margin: 0in 36.2pt 0.0001pt 0.5in; text-align: justify; text-indent: 0.3in;"><span style="font-family: "Comic Sans MS";">objects. <o:p></o:p></span></div><div class="Style" style="text-align: justify;"><br />
</div><div class="Style" style="line-height: 16.3pt; text-align: justify;"><span style="font-family: "Comic Sans MS";"><span> </span><b>Parents as Teachers <span> </span></b><span> </span><o:p></o:p></span></div><div class="Style" style="line-height: 16.3pt; margin: 0in 33.35pt 0.0001pt 6.2pt; text-align: justify;"><span style="font-family: "Comic Sans MS";">Some of the Nigerian Parents feel that at the School, responsibility for the care of the child should be squarely that of the teachers worst still some parents avoid what they see as interference; rather, they should be encouraged to teach their children a large number of skills before they reach the age of schooling. <span> </span>This will greatly affect their performance later in life. <o:p></o:p></span></div><div class="Style" style="text-align: justify;"><br />
</div><div class="Style" style="text-align: justify;"><b><span style="font-family: "Comic Sans MS";">Conclusion <o:p></o:p></span></b></div><div class="Style" style="line-height: 14.85pt; text-align: justify;"><span style="font-family: "Comic Sans MS";">Some of the Nigerian Parents feel that in the. School, responsibility for the care of the child should be squarely that of the teachers and even some parents perceive their activities in the school as interference. This notion should be discouraged. Rather, parents should teach their children a large number of skills, habits, games and other educating activities before they reach the age of schooling. These activities will facilitate smooth transition from home to school as presented by the National Policy on Education (FGN 2004). <o:p></o:p></span></div><div class="Style" style="line-height: 16.55pt; margin-left: 6.45pt; text-align: justify;"><br />
</div><div class="Style" style="line-height: 16.55pt; text-align: justify;"><span style="font-family: "Comic Sans MS";">Pre-school children activities as highlighted in the paper, though severely constrained by major gaps and inadequacy in our research literature are achievable. But whatever constraints that exist, all effort must be geared by parents towards the improvement of their children's academic achievement in life. As we can see in this article as far as early childhood education is concerned, children are the "right" holders while parents are the responsibility (duty) bearer (Maduewesi, 2005). Parents are identified as key duty-bearers in early childhood education and so as parents make attempt to live up to their duty, this paper also advocates that parenting the children for learning is a crucial strategy, which Africa and Nigeria especially are called upon to adopt. <o:p></o:p></span></div><div class="Style" style="line-height: 6.95pt; text-align: justify;"><span style="font-family: "Comic Sans MS";"><span> </span><span> </span><o:p></o:p></span></div><div class="Style" style="line-height: 0.05pt; margin-left: 0in; text-align: justify; text-indent: 0in;"><!--[if !supportLists]--><span style="font-family: Symbol;"><span>·</span></span><!--[endif]--><span style="font-family: "Comic Sans MS";"><o:p> </o:p></span></div><div class="Style" style="line-height: 0.05pt; margin-left: 0in; text-align: justify; text-indent: 0in;"><!--[if !supportLists]--><span style="font-family: Symbol;"><span>·</span></span><!--[endif]--><span style="font-family: "Comic Sans MS";"><o:p> </o:p></span></div><div class="Style" style="line-height: 0.05pt; margin-left: 0in; text-align: justify; text-indent: 0in;"><!--[if !supportLists]--><span style="font-family: Symbol;"><span>·</span></span><!--[endif]--><span style="font-family: "Comic Sans MS";"><o:p> </o:p></span></div><div class="Style" style="line-height: 0.05pt; margin: 0in 25.85pt 0.0001pt 0.05in; text-align: justify;"><br />
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</div><div align="center" class="MsoNormal" style="text-align: center;"><b><span style="font-family: "Comic Sans MS";">References<o:p></o:p></span></b></div><div align="center" class="MsoNormal" style="text-align: center;"><br />
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</div><div class="MsoNormal" style="text-align: justify;"><st1:city w:st="on"><st1:place w:st="on"><span style="font-family: "Comic Sans MS";">Burton</span></st1:place></st1:city><span style="font-family: "Comic Sans MS";">, W. (1983).<span> </span>Personal Correspondence and Information Brochure. NY: John <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: 27pt;"><span style="font-family: "Comic Sans MS";">Willey. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
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</div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">Fantizzo, J. Tigbe, E, & Childs, S. (2000). “Family Involvement Questionnaire.” Journal <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: 0.4in;"><span style="font-family: "Comic Sans MS";">of Educational Psychology, 92 (2) <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
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</div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">Lesley, M.M. (2001). Literacy Development in the Early Years.<span> </span><st1:country-region w:st="on"><st1:place w:st="on">USA</st1:place></st1:country-region>: Allyn and Bacon. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><span style="font-family: "Comic Sans MS";">Maduewesi, E.J. (1999). Early Childhood Education Theory and Practice.<span> </span><st1:city w:st="on"><st1:place w:st="on">Ibadan</st1:place></st1:city>: <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify; text-indent: 27pt;"><span style="font-family: "Comic Sans MS";">Macmillan Nigeria Ltd. <o:p></o:p></span></div><div class="MsoNormal" style="text-align: justify;"><br />
</div><div class="MsoNormal"><span style="font-family: "Comic Sans MS";">Maduewesi, E.S (2004). “Child labour: The Burden of Poverty in <st1:country-region w:st="on"><st1:place w:st="on">Nigeria</st1:place></st1:country-region>”. A paper <o:p></o:p></span></div><div class="MsoNormal" style="text-indent: 27pt;"><span style="font-family: "Comic Sans MS";">presented at XXIV OMEP World Congress. <o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: "Comic Sans MS";">Miedel, W.T & Reynolds, A.J. (1999). “Parents Involvement in Early Intervention for <o:p></o:p></span></div><div class="MsoNormal" style="text-indent: 27pt;"><span style="font-family: "Comic Sans MS";">Disadvantaged Children. <o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: "Comic Sans MS";">Nord, C.W; Brimhall, D. & Westu (1997). Fathers’ <span> </span>Involvement in their Children’s <o:p></o:p></span></div><div class="MsoNormal" style="text-indent: 0.4in;"><span style="font-family: "Comic Sans MS";">schools.<span> </span><st1:state w:st="on"><st1:place w:st="on">Washington</st1:place></st1:state>.<span> </span>D.C: U.S Department of Education. <o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: "Comic Sans MS";">Ortiz, R. S. & Brown C. (1999). “Early Literacy Activities of Fathers: <st1:city w:st="on"><st1:place w:st="on">Reading</st1:place></st1:city> and <o:p></o:p></span></div><div class="MsoNormal" style="text-indent: 0.4in;"><span style="font-family: "Comic Sans MS";">Writing with Young Children”.<span> </span>Young children, 54 (5), pp 16-18<o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: "Comic Sans MS";">Snow, C.E; Burns, S; & <st1:city w:st="on"><st1:place w:st="on">Griffin</st1:place></st1:city>, P. (1998): Preventing <st1:city w:st="on"><st1:place w:st="on">Reading</st1:place></st1:city> Difficulties in Young <o:p></o:p></span></div><div class="MsoNormal" style="text-indent: 0.4in;"><span style="font-family: "Comic Sans MS";">Children.<span> </span><st1:place w:st="on"><st1:city w:st="on">Washington</st1:city> <st1:state w:st="on">DC</st1:state></st1:place>: National Academic Press. <o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: "Comic Sans MS";">Smith, F. (1971). Understanding <st1:city w:st="on"><st1:place w:st="on">Reading</st1:place></st1:city>. <st1:state w:st="on"><st1:place w:st="on">New York</st1:place></st1:state>: Holt, Rinehart and Winston. <o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: "Comic Sans MS";">Okeahialam, T.C (1987). “Quality Care and National Development” A keynote Address at <o:p></o:p></span></div><div class="MsoNormal" style="margin-left: 0.4in;"><span style="font-family: "Comic Sans MS";">the National Workshop on Quality care of all children cooperative, <st1:place w:st="on"><st1:placetype w:st="on">University</st1:placetype> of <st1:placename w:st="on">Nigeria NSUKKA</st1:placename></st1:place> Feb, 22 – 28. <o:p></o:p></span></div><div class="MsoNormal"><br />
</div><div class="MsoNormal"><span style="font-family: "Comic Sans MS";">UNICEF (1999). “Parent Education: Supporting Children’s First Teachers: <o:p></o:p></span></div><div class="MsoNormal"><br />
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