ABSTRACT
This research work was designed to investigate the extent to which instructional materials are available and utilized in public and private pre-primary schools in Oshimili South Local Government Area of Delta State. The sample for the study consisted of one hundred and fifty (150) teachers drawn from eight public and sixteen private pre-primary schools. To guide the study, five research questions were posed and four hypotheses tested. The instrument for the study was the instructional material availability and utilization inventory (IMAUI). In analyzing the data, frequency counts, percentages and mean scores were used for the research questions while the one-way analysis of variance (ANOVA) was used for the hypotheses. The hypotheses were tested at 0.05 level of significance. The study revealed among others that:
- Not all required instructional materials are available in pre-primary schools in Oshimili South Local Government Area of Delta State.
- Teachers do not make maximum use of the available materials in the schools.
- Teachers’ qualifications affect their utilization of instructional materials.
- Teachers experience also affects their utilization of available instructional materials.
Implication of these findings for education was also highlighted and appropriate recommendations were made. Among these recommendations are:
- Teachers in the pre-primary schools should be trained continuously so that they become familiar with the instructional materials and their use.
- Experts who know the skills should be employed to teach in pre-primary schools.
CHAPTER ONE
INTRODUCTION
Background to the Study
The history of pre-primary education in Nigeria can be traced back to the colonial days when only the colonial administrators were privileged to give their young children pre – school education. The National Policy on Education (2004) refers to pre-primary education as the education given in an educational institution to children prior to their entering the primary school. It includes the crèche, the nursery and the kindergarten.
The importance of pre-primary education cannot be over – emphasized. Maduewesi (2002), Olagbaju (2005) and Anuna and Smith (2006) see this period of education as the most crucial and the foundation of an individual’s later life. It is at this level that the child takes a stride into life outside the mother’s breast. The pre–school education also allows for individual attention and imbibes confidence in the child for full development of his or her potentialities (Igwe, 1998).
The purpose of pre-primary education according to the National Policy on Education (2004) include to inculcate in the child the spirit of enquiry and creativity through the exploration of nature, the environment, art, music and playing with toys, etc.
The venues for the education were homes of the white colonial over – lords, the churches and make-shift buildings (Anuna and Obi, 2006). The number of children who had access to the type of education was limited.
Prior to the advent of this colonial education in Nigeria, children were trained and cared for by their parents and other adults. In the words of Esu (2002) and lloh (2003), children in pre- colonial era, were owned by everybody in the community. They were brought up to obey orders and the style of their upbringing was traditionally authoritarian. Neighbours and housemaids assist in the training of the child and whenever any form of misbehaviour was identified in the child, he is publicly disciplined and the community assisted in the direction.
With the dawn of independence in 1960, the number of pre–school institutions in the country increased. This according to Anuna and Smith (2006) was as a result of the influx of foreign immigrants from Europe and America into the country to boost the economy. There were also educated Nigerians who were fast emulating the European officials and wanted also to give their children pre – school education. In the same vein, there was the need for the Nigerian woman to take up white–collar job. This further enhanced the development of pre–primary education (Akinbote, Oduolowu and Lawal, 2001).
The rapid development of pre-primary education can be attributed to the benefits accruing from it. Some of the benefits include the socialization of the child, provision of custodial care, inculcation of the spirit of enquiry and creativity through the exploration of nature, the environment, art and playing with resources as well as ensuring a smooth transition to the primary level of education.
There has been scientific evidence that the first years in a child’s life are crucial time for learning. Most cognitive theorists agree that childhood is the period where children are susceptible to intervention, therefore, the care and nurture given to them during these formative years will either make or mar their cognitive development (Piaget; 1958; Akinbote, (1978; Ogbose. 1984; Olabode, 1992; Arnold, 2000; and Adegoke, 2005). From age two through five, a child develops language skills, fundamental social skills, and the base for learning to learn that translates into school readiness. Character and personality are largely formed and major social and moral values are transmitted. From age six through eight, a child consolidates on earlier learning, begins to learn conceptually and manipulate ideas and enters the age of reason (Evans 2000 and Adebola, 2005).
The environment of the child plays significant role in the intellectual development of the child and intelligence has been attributed to the product of many hereditary and environmental factors. Materials in the environment of the child are very important for the mental and social development of the child. This may therefore explain why the recommended strategy for teaching at the pre- school level is play and this
strategy can be affectively utilized through the provision of instructional materials (Olagbaju, 2005).
It is also important to state that the effective socialization of the child can be done through many means and agencies. Prominent among the agencies according to Akande (1998) and Bulus (2006) are human and material agents. The human agents are made up of significant others–parents, teachers, doctors, to mention but few. On the other hand, the material agents include the mass Media, real objects, hardware and software, television, radio, newspapers, books and magazine. These human and materials agents are referred to as instructional materials. .
