Why do early childhood education enrolment rates appear to remain stagnant in Saudi Arabia? (Published)
This report aims to analyze the importance of Early Childhood Education (ECE) in Saudi Arabia and why the enrolment rates of children at this age have not been growing and remain significantly low as opposed to other countries around the world. This report discusses why Saudi Arabia continues to struggle with and has not been able to recognize and encompass ECE as a vital stage to begin learning. I looked into Saudi Arabia’s ECE past and present enrolment rates and the current vision for ECE based on the Saudi Vision 2030. In addition, I compared Saudi Arabia’s governance and access to ECE and pre-service education and recruitment policies for ECE educators with the UK. Furthermore, I highlighted the implications of not taking advantage of ECE services on global assessments at later stages of learning based on secondary source data from these internationally recognized assessments – Trends in International Maths and Science Study (TIMMS), The Progress in International Reading Literacy Study (PIRLS) and Programme for International Student Assessment (PISA). The evidence gathered in this report portrays that Saudi Arabia should modify their ECE policies and framework to achieve its Saudi Vision 2030 goals. It also reviews the UK’s ECE policies, which Saudi Arabia can consider using as a model to reform its policies and increase their enrolment rate at this stage.
Impact of early reading skills and teachers perceptions in English as a foreign language using ICT: Evidence from Vietnam (Published)
This study aimed to identify the early reading skills in English as a foreign language via information and communication technology in Vietnam as well as early childhood student teachers perception. Currently, information and communication technology and part of the teacher’s perception in the classroom practices performed an effective role in the learning aptitude of students and enhanced their reading skills in English as a foreign language. The nature of the study was cross-sectional and data were collected from 100 students and teachers from Hanoi National University of Education. The output of the study revealed that more students were agreed and had a positive perception towards the uses of information and communication technology in teaching reading in English as a foreign language. The results also indicated that teachers used the best skills and strategies to enhance children’s vocabulary in the classrooms. Lastly, findings indicated that students faced a lack of resources and technical support as significant barriers. Implications for early childhood pre-service teacher training and educational policy are discussed.
Pedagogy for Teaching and Promoting Social Justice and Human Rights in Early Childhood Educational Institutions in Nigeria (Published)
Every state is desirous of quality and meaningful development where empowerment, emancipation and liberation of the citizens is key. Achieving and enjoying a state where empowerment, emancipation and liberation of the citizens are norms can only be possible through education especially one that is provided to citizens in their early childhood days and in an atmosphere where the fundamental human rights of the citizens and the citizens’ pursuit of other socio-moral and socio-political ideals are guaranteed. An educational provision that promises the Nigerian society such value-laden ideals is one that is deep-rooted in social justice and human rights. Using the philosophical method, this paper focuses on the pedagogy for promoting social justice and human rights among early learners in Nigeria. The study is strongly anchored on the position that early and sound foundations of Nigerian learners on issues that border on social justice and human rights (individual welfare, public welfare or national interests) have potentials to challenge learners into indulging in abstract, creative and critical thinking that revolve around human welfare and the welfare of the state. The study concludes by raising pedagogical signposts through which the ideals of social justice and human rights can be inculcated in early childhood learners in Nigeria.
The Implementation of Educators’ Standards On Organizing Early Childhood Education in Kindergartens of Medan City (The Case Studies In Tk Hikmatul Fadillah, Tk Al-Warif, Tk Al-Ikhlas) (Published)
This research starts from the implementation of early childhood education implementation standards, there are still many who have not implemented it according to the standards imposed by the government. This study aims to find out: Educational qualifications for early childhood education Teachers in Medan city; and Competencies possessed by early childhood education teachers in the city of Medan. This type of research used a qualitative approach, qualitative research is an approach in conducting research oriented to natural phenomena or symptoms. The subject of this study was directed at finding data from principals, teachers, and other parties who were considered able to provide answers to research problems. Data search began with the principal in this case the principal acted as the key informant. The instrument for collecting data used consisted of: Observation; Interview; and documentation. The results showed that: Pedagogic competencies in early childhood education teachers are very important in learning activities both from formal education and non-formal education, but in reality there are still many early childhood education teachers who have pedagogical competence that is not good in students’ understanding, this can be seen as a bad category because the teacher does not understand students; planning and implementation of learning, this can be seen from the teacher does not always make the design of learning before the implementation of learning; in evaluating learning outcomes, this can be seen from teachers who are not discipline in evaluating learning outcomes; in the utilization of learning outcomes, this can be seen from the lack of students in skills because teachers who are less able to utilize the results of learning are not good (less use) because the teacher does not take advantage of learning outcomes by looking at the achievements of students. Teacher professional competency is relatively poor, where all teachers are undergraduate degrees but less relevant to their fields, have learning devices but only copy paste, apply learning with a fun learning model. Good teacher competency greatly influences the quality of learning and the quality of education.
Organization and Management of Early Childhood Education Program: An Evaluation on Subur Sejahtera Kindergarten, Kendari, Indonesia (Published)
The objective of this research is to describe the implementation of early childhood education program (ECEP) at Kindergarten of Subur Sejahtera Kendari, Indonesia. This research uses qualitative method, with Context, Input, Process and Product (CIPP) model evaluation design adopted from Daniel Stufflebeam (2003). The results of the study indicate that: (1) the context component covering the legal basis of the program has been fulfilled; (2) the input components that include human resources in the form of teachers and staff have been fulfilled, with appropriate academic qualifications, and adequate facilities and infrastructures; (3) the learning process implementation component has shown sufficient circumstances in accordance with those required in the national curriculum; and (4) product components covering output and outcomes are in good category. Thus, it can be concluded that the implementation of ECEP at Subur Sejahtera Kindergarten, Indonesia is in accordance with national standards of early childhood education. The suggestions that can be put forward are: (1) the competence of the kindergarten teachers still need to be improved; (2) the quality of teaching and learning process need to be improved; and (3) the teaching and learning process need to be managed more effectively by taking into account the developmental aspects required in accordance with national standards of education.
Comparative Assessment of the Implementation of the Early Childhood Education Curriculum in Public and Private Schools in Rural Areas of Ogun State Nigeria (Published)
Early years are remarkable period of growth and development in the lives of children. Early Childhood Education (ECE) is therefore an important educational activity geared towards giving early positive experiences to children. In achieving this, Curriculum of Early Childhood Education becomes a key factor. It is however worrisome that the implementation of this curriculum in Nigerian pre-primary school is too low despite its importance. This study was therefore conducted to compare ECE curriculum implementation in private and public schools in the rural areas of Ogun State, Nigeria. Multi stage sampling technique was used to select 240 educational instructors as the sample size for this study. Data were collected with the aid of questionnaire and analyzed using descriptive statistics, chi-square, and t-test. Result of the study showed that majority (66.6%) of the respondents was between 21 – 40 years and the mean age was 36.6 years. Most (91.2%) of the respondents were female, married (78.8%), and had National Certificate in Education (48.8%) and Bachelor of Education (16.7%). The mean year of teaching experience was 12.4years. Most schools in the study area has teacher-pupil ratio of 1:35. Old curriculum was available (94.2%) and always used (78.8%) for teaching. Also, English Language (79.6%) constituted major means of communication and teaching of the children. Results of chi-square showed that significant association existed between ECE availability and ECE curriculum implementation in public and private schools (χ2 = 13.86, df = 3, p = 0.03) at p < 0.05 level. t-test analysis revealed that significant difference existed in the ECE curriculum implementation in private and public primary schools (t = 15.2, p = 0.00). The study established that implementation of ECE curriculum was generally low as most schools especially public primary schools lack basic school facilities and instructional materials and had no current edition of ECE curriculum. The study recommends that instructional materials should be adequately provided by the government, school management, individual proprietors and other stakeholders in the education sector, and Ministry of Education should ensure that new curriculum is in circulation and encourage its utilization for teaching in the study area.
Integrating Counselling into Early Childhood Education in Nigeria: The Benefits, Challenges and Implications for Practice (Published)
This paper focused on the role of the professional counsellllors in early childhood education. It is observed that little or no attention has been given to this level of education in Nigerian school system until recently, particularly with the enactment of the 2013 NPE. The involvement of professional counsellors at this cadre of education could help young learners to achieve more guided educational successes as they navigate the other levels of education. In pursuit of this goal, this paper further examine some challenges and benefits of early childhood education which could be ameliorated and facilitated respectively by guidance and counselling. The paper argued that appropriate counselling interventions at an early stage of young learners could contribute to their successful education as well as maximize their future well being. In this regard, the paper put forward multilateral counselling interventions at five levels. They include counsellor’s collaboration with school proprietor, counsellor’s partnership with preschool teachers, counsellor’s interface with parents, counsellor’s interface with young learners and Counselling Association of Nigeria (CASSON) consultation with government. It is therefore, recommended that guidance and counselling should be an integral component of early child education in Nigeria as a means of enhancing the attainment of its educational objectives.
Quality Control in Early Childhood Education (Published)
The growing demand and practice of early childhood education (ECE) within the Nigerian educational system have recourse for quality control and standardisation. This position has become necessary because of the proliferation of operators with the economic opportunity intentions. It is therefore a proposition that quality control in early childhood education should be ascertained in Nigeria within the policy framework. The prevailing situation of early childhood education in Nigeria and the prospects inherent for national development should be repositioned using strategic options that would ensure quality control. A mix strategy from the inputs of government, ECE operators, parents and critical stakeholders can be adopted to ascertain quality control in early childhood education.