ABSTRACT
The study attempted to
investigate early childhood caregivers’ attitudes in the early childhood
education in selected nursery schools in Mainland Local Government Area of
Lagos State. In this study, some relevant and related literatures were reviewed
under sub-headings. The descriptive research survey design was applied in the
assessment of the opinions of the respondents with the aid of the questionnaire
and the sampling technique. A total of 200 (Two hundred) respondents were used
in this study. A total of three null hypotheses were formulated and tested in
this study with the use of the Pearson Product Moment Correlation Coefficient
statistical tool. All the hypotheses were tested at 0.05 level of significance.
At the end of the tests, the following results emerged: there is a significant
relationship between school climate and caregivers’ attitudes towards early
child care development, there is a significant relationship between schools’
physical environment and caregivers’ attitudes towards early child care
development, and there is a significant relationship between schools’ social
environment and caregivers’ attitudes towards early child care development. It
was therefore recommended that the school environment should be made conducive
for teaching and learning by providing a well-motivated workforce with
necessary equipment and facilities put in place.
TABLE OF CONTENTS
Title Page
Certification
Dedication
Acknowledgements
Abstract
Table of Contents
CHAPTER ONE
1.1
Background to the Study
1.2
Statement of Problem
1.3
Purpose
of Study
1.4
Research
Questions
1.5
Research
Hypotheses
1.6
Significance of Study
1.7
Scope of Study
1.8
Operational
Definitions of Terms
chapter two: Literature review
2.1
Introduction
2.2
Theoretical Framework
2.3
Concept of Early Childhood Care
and Education (ECCE)
2.4
Early Child Care Development
2.5
Concept, Nature and Attitudes of
Caregivers
2.6
Concept, Nature and Functions of
School Climate
2.7
Summary of the Review
CHAPTER
THREE: RESEARCH METHODOLOGY
1.1
Introduction
1.2
Research Design
1.3
Population
1.4
Sample and Sampling Technique
1.5
Instrumentation
1.6
Administration of Instrument
1.7
Scoring of Instrument
1.8
Procedure for Data Analysis
CHAPTER
FOUR: DATA ANALYSES AND INTERPRETATION
OF
RESULTS
1.1
Introduction
1.2
Descriptive Analyses of Bio-Data of
Respondents by Age, Sex, Qualification, Religion and Marital Status
1.3
Descriptive Analyses of Data Collected from
the Respondents
1.4
Testing of Hypotheses
4.5 Summary
of Findings
CHAPTER FIVE: DICUSSION OF FINDINGS, SUMMARY,
CONCLUSION AND RECOMMENDATIONS
5.1 Introduction
5.2
Discussion of Findings
5.3
Summary of the Study
5.4 Conclusion
5.5 Recommendations
References
Appendix
CHAPTER ONE
1.1 Background to the Study
The role
of the early childhood caregivers is central to the attainment of the goals of
the early childhood education. Children’s development and learning are fostered through their
interactions with caring human beings in secure, nurturing, and stimulating
environments. The process of providing stimulating learning environments is, in
most cases, a whole gamut of efforts and activities carried out under the care
and the guidance of caregivers with dedicated knowledge, experience and
expertise. According to Engle and Lhotska (1999) a caregiver is the person who
looks after infants and young children, it embodies past and future perspective
and deep emotional involvement in the rearing and socialization of a young
child to provide the food, healthcare, stimulation and emotional support
necessary for children’s healthy survival, growth and development.
Caregiving
quality is measured not only the practices themselves, but also the way they
are performed – in terms of affection and responsiveness to the child – are
critical to a child’s survival, growth and development (Engle & Lhotska,
1999). Hence, Sonawat and
Furia (2006) opined that a good early childhood teacher is one who has inner
security, self-awareness, integrity, theoretical ground and general knowledge
with emphasis on environmental science, community and young children’s books,
warmth and respect for the child.
However, care-giving is a professional involvement process that emphasizes
the right attitudes on the part of the practitioners. Commenting on attitudes
of preschool teachers in raising young children, Curtis (2003) identifies
positive attitude towards and respect for children as individuals irrespective
of their race, sex or religion as well as good interpersonal relations among
colleagues as quality indicators for pre-school staff. The word “attitude”
means the individual's prevailing tendency to respond favourably or
unfavourably to an object, person or group of people, institutions or events
(Morris & Maisto, 2005). Attitudes can be positive (values) or negative
(prejudices). According to Kreitner and Kinicki (2007), there are three components
of attitudes: affective, cognitive and behavioural. The affective component is
a feeling or an emotion one has about an object or situation. The cognitive
component is the beliefs or ideas one has about an object or situation, whereas
the behavioural component of attitude reflects how one intends to act or behave
towards someone or something (Kreitner & Kinicki, 2007). In most
situations, the three components appear concomitantly to shape caregivers'
classroom postures, through direct and indirect interaction between society,
school and caregivers (Leite, 1994).
Attitudes
towards work mean perceptions that affect how employees perform in their
positions. In the mid-1970s, Brophy and Good (1974) reported that many
educational researchers have supported the idea that caregivers’ attitudes and
expectations can be self-fulfilling prophecies. Brophy and Good (1974) also
proposed that once caregivers develop a particular attitude or belief, they may
begin to treat students differently in ways that help bring about the outcomes
that they expect.
In order
to understand caregivers’ attitudes and understand how attitude reflects
caregivers' behaviour, we may have to examine the context within which they
work. In other words, there is the need to explore the relationship between the
school climate and caregivers’ attitudes. The term ‘school climate’ describes the environment that affects the behaviour of teachers and students. Indeed, anyone who spends time in schools will
quickly discover how one school can feel different from other schools. School climate is a general term that
refers to the feel, atmosphere, tone, ideology, or milieu of a school. Just as
individuals have personalities, so too do schools; a school climate may be
thought of as the personality of a school.
School climate characterizes the organization at
the school building and classroom level. It refers to the “feel” of a school
and can vary from school to school within the same district. While an
individual school can develop a climate independently of the larger
organization, changes in school culture at the district level can positively or
adversely affect school climate at the building level. School climate reflects
the physical and psychological aspects of the school that are more susceptible
to change and that provide the preconditions necessary for teaching and
learning to take place. School climate, is evident in the feelings and
attitudes about a school expressed by students, teachers, staff and parents—the
way students and staff “feel” about being at school each day.
Several aspects
of a school’s physical and social environment comprise its climate. These
include: appearance and physical plant; student interactions;
leadership/decision making; disciplined environment; and learning environment.
The comprehensive BRIEF defines
school climate in terms of four aspects of the school
environment:
·
A physical environment that is welcoming and conducive to
learning
·
A social environment that promotes communication and interaction
·
An affective environment that promotes a sense of belonging
and self-esteem
·
An academic environment that promotes learning and self-fulfillment
1.2 Statement of Problem
Although it is
widely recognized that the early childhood caregivers play quite significant
roles in fostering the holistic development of children, yet in the performance
of these roles some of the caregivers are found to be displaying attitudes
which seem to be consistently falling short of the expectation of the school
authorities, parents, policy-makers and educational stakeholders. While many
have looked in several directions for an explanation of this unwholesome
development, not many studies have explored the possible relationship between
the school climate and the caregivers’ attitude towards early child care
development and education (ECCDE).
Whatever solutions that are proffered to the declining standards at this
foundational level of education can only be possible where there is a positive
school climate - large classrooms, adequate seats and adequate number of ethics
conscious teachers in a school.
However,
observation would reveal that the picture in many schools and colleges present
climates that are far from the ideal. Overcrowding, dilapidated structure,
substandard facilities, work overload, administrative high-handedness, poor
interaction culture, poor remuneration, etc. have become regular features in
many ECCDE institutions today. This may exert significant influence on the
attitude displayed towards work by the ECCDE caregivers and may directly or
indirectly affect the quality of care and education the children receive under
these caregivers.
This study therefore is being undertaken to fill the gap in our
knowledge on the possible relationship that may exist between school climate
and caregivers’ attitude towards early child care development and education in
Local Government Areas of Lagos State.
1.3 Purpose of Study
The aim of this
study is to investigate the relationship between school
climate and caregivers’ attitude towards early child care development and
education. The purpose of this study
therefore is to:
1.
Determine
if there is any relationship between school climate and
caregivers’ attitude towards early child care development;
2.
Establish
if there is any relationship between the schools’ physical environment and the caregivers’ attitudes towards early child care development and
education;
3.
Determine
if there is any relationship between the schools’ social environment and the caregivers’ attitudes towards early child care development and
education;
1.4 Research Questions
The following research questions are raised:
1.
Is there
any relationship between school climate and
caregivers’ attitude towards early child care development?
2.
Is there
any relationship between the schools’ physical environment and the caregivers’ attitudes towards early child care development and
education?
3.
Is there
any significant relationship between the schools’ social environment and the caregivers’ attitudes towards early child care development and
education?
1.5 Research Hypotheses
The following research hypotheses will be tested in this study:
2.
There is
no significant relationship between school climate and
caregivers’ attitude towards early child care development.
3.
There is
no significant relationship between the schools’ physical environment and the caregivers’ attitudes towards early child care development and
education
4.
There is
no significant relationship between the schools’ social environment and the caregivers’ attitudes towards early child care development and
education.
1.6 Significance of Study
The popularity of nursery schools across the
nation has brought the issue of school climate to the fore. When children are
placed in a climate where the relationship between school climate and
caregivers’ attitude towards early child care development and education is
positive they grow up to be assets to their parents, community and the nation
as a whole.
This study therefore becomes important in as
much as it would provide an insight relationship that exists between school
climate and caregivers’ attitude towards early child care development and
education. The findings of this study would be useful for decision-making
process on matters affecting early childhood development programmes. It will also assess the roles the various stakeholders, school owners, teachers,
schools, inspectors, parents etc. in ensuring conformity to the prescribed
standards of curriculum implementation.
1.7 Scope of Study
This
study seeks to investigate the relationship between
school climate and caregivers’ attitude towards early child care development
and education in Mainland Local Government Area of Lagos State.
The
variable scope for this study will include the physical environment, social
environment, teachers’ attitudes etc.
1.8 Operational Definitions of Terms
1.
Attitude: This describes outward and
visible postures and human beliefs. Attitudes determine what each individual
will see, hear, think and do.
2.
School Climate: The term ‘school
climate’ describes the environment that affects the behaviour of teachers and students. It refers to the feel, atmosphere, tone,
ideology, or milieu of a school. Just as individuals have personalities, so too
do schools; a school climate may be thought of as the personality of a school.
It also characterizes the organization at the school building and
classroom level.
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