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All Journal Jurnal Inovasi Teknologi Pendidikan Journal of Early Childhood Development and Education
Oyewumi, Nasimot Opeyemi
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Influence of play-based learning on socio-emotional development among early childhood children in Afijio Local Government Area of Oyo State, Nigeria Adubuola, Elizabeth Olaoluwa; Gbadeyanka, Taofeek Akolade; Hamzat, Baniyaminu Opeyemi; Oyewumi, Nasimot Opeyemi
Jurnal Inovasi Teknologi Pendidikan Vol 10, No 4 (2023): December
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v10i4.66352

Abstract

With two key objectives, this study delves into the impact of play-based learning programs on the socio-emotional development of early childhood children in Afijio Local Government Area, Oyo State, Nigeria. Firstly, it examines whether these programs affect socio-emotional development differently based on gender. Secondly, it investigates how school type, whether private or public, influences the effectiveness of play-based learning on socio-emotional development within this region. This study employs a non-randomized quasi-experimental design. The study engaged 132 early childhood children aged 3-5 years from two schools in the area. An Emotional Regulatory Skill Test (ERST) was designed and demonstrated strong reliability (α = 0.84) and content validity. Results revealed that play-based learning programs are intentionally designed for gender-neutral effectiveness, promoting inclusivity and equality. A significant effect of play-based learning programs on socio-emotional development based on school type was found, with private schools providing enriched environments and public schools leveraging diversity for growth. These findings underscore the transformative potential of play-based learning in fostering inclusive socio-emotional development among early childhood children, advocating for gender-equitable programs, and suggesting allocating additional resources to public schools for enriched play-based experiences. Ultimately, the study offers a vision of a harmonious future where socio-emotional development knows no gender boundaries, and every child thrives, regardless of school type.
Colleges of Education Pre-Service Teachers Perception on Career Prospects in the Field of Early Childhood Care, Development and Education Orisadare, Hamdalah Adejoke; Lawal, Oluwaseun Temitope; Oyewumi, Nasimot Opeyemi
Journal of Early Childhood Development and Education Vol. 2 No. 1 (2025): Journal of Early Childhood Development and Education (January)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/junior.v2i1.317

Abstract

This study aims to investigate the perception and motivation of prospective teachers about ECCE as a course to plan for career future.  The study adopted qualitative research design. The population consist of all pre-service teachers in 200L in the Department of ECCE in Federal Colleges of Education in Southwest, Nigeria.  The sample size targeted at was 50% of 42 pre-service teachers that was meant to be proportionally selected using proportional sampling technique that was to make a total number of Twenty-One (21) pre-service teachers in Federal College of Education, Iwo, Osun State, Nigeria. The total of nineteen pre-service teachers responded to the interview which made the sample size to reduce. Three research questions guided the study. Interview questions that were sectionalized into three was used to generate data for the study. The Section A, B, and C had 3 questions each that covered pre-service teachers’ perceptions, motivations and future plan on ECCE as a profession. The data generated were analyzed using content analysis. The results shows that the respondents perceived that they have opportunities for professional growth in the field. In conclusion the pre-service teacher had positive perception on ECCE as career. The study recommends that Government and stakeholders should give more recognition to ECCE.
An Analysis Of Teachers' Perceptions And Practices In Promoting Inclusive And Accessible Library Spaces In Primary Schools In Iwo Local Government Area, Osun State Hamzat, Baniyaminu Opeyemi; Oyewumi, Nasimot Opeyemi; Amosun, Moses Dele; Daoudi, Khoula
Journal of Early Childhood Development and Education Vol. 2 No. 2 (2025): Journal of Early Childhood Development and Education (May)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/junior.v2i2.410

Abstract

Background of study: School libraries are essential for fostering literacy, academic achievement, and social-emotional development by offering equitable access to diverse learning resources. However, in many primary schools, particularly in Iwo Local Government Area, Osun State, Nigeria, these spaces often lack inclusive features. Inadequate infrastructure, limited assistive technologies, and insufficient teacher training hinder the ability of school libraries to meet the needs of all learners, especially those with disabilities. Aims and scope of paper: This study explores primary school teachers’ perceptions and practices related to promoting inclusive and accessible library environments. It aims to identify current strategies, challenges, and areas needing improvement in making library spaces supportive of students with diverse learning needs. Methods: A descriptive survey design was employed. A total of 150 teachers were selected through stratified random sampling across various schools. Data were gathered using structured questionnaires, validated for reliability (Cronbach’s Alpha = 0.75), and analyzed using descriptive statistics, including mean and standard deviation. Result: The findings show that while teachers acknowledge the value of inclusive library spaces, practical implementation remains limited. Some teachers modify materials and create welcoming environments, but gaps persist in training, resource availability, physical accessibility, and collaboration with special education personnel. Conclusion: To improve inclusivity in school libraries, there is a pressing need for targeted training, improved funding, adaptive technologies, and inter-professional collaboration. These efforts will help create equitable learning environments, ensuring that all students, regardless of ability, have access to supportive and inclusive educational resources.  
Co-Authors Adubuola, Elizabeth Olaoluwa Amosun, Moses Dele Daoudi, Khoula Gbadeyanka, Taofeek Akolade Hamzat, Baniyaminu Opeyemi Lawal, Oluwaseun Temitope Orisadare, Hamdalah Adejoke