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All Journal Indonesian Journal of Elementary Teachers Education Journal of Early Childhood Development and Education
Lawal, Oluwaseun Temitope
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Promoting Quality Inclusive Education for Children with Disabilities in Nigerian Basic Schools Through Research Data Integration Lawal, Oluwaseun Temitope; Onojah, David Monday; Hamzat,, Baniyaminu 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.v2i1.282

Abstract

In order to accomplish Sustainable Development Goal (SDG) 4, which emphasizes inclusive and equitable quality education for all, inclusive education for children with disabilities is a crucial problem. The purpose of this essay is to assess the adoption of inclusive education in Nigerian basic schools and analyze the research data that is currently accessible. A systematic review was conducted by examining various empirical studies on inclusive education in Nigeria, covering policies, data availability, and implementation challenges. The findings reveal that although some data on the education of children with disabilities exist, the implementation of inclusive education in Nigeria remains significantly limited. Key issues identified include inadequate supportive facilities, insufficient teacher training on inclusive education, and the minimal utilization of assistive technologies. The study also highlights a significant disparity in the provision of inclusive education services between the northern and southern regions of Nigeria. The implications of these findings underscore the importance of integrating existing research data to develop policies that support the implementation of inclusive education at the basic education level. Collaboration among the government, educational institutions, non-governmental organizations (NGOs), and researchers is essential to improve access to and the quality of education for children with disabilities. By adopting a data-driven approach, Nigeria can accelerate progress toward SDG 4 and ensure inclusive and equitable education for all children
Professionalism of Caregivers as a Pivot to Effective Literacy Skills in Pre- School Classes Opeyemi Oyewumi , Nasimot; Lawal, Oluwaseun Temitope; Orisadare, Hamdalah Adejoke
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.v2i1.289

Abstract

This study aims to examine the qualifications of caregivers/teachers as well as the level of professionalism and teaching methods of literacy skills carried out in preschool classes. The study adopted descriptive survey research design. The population comprised all caregivers in private schools in Iwo Local Government, Area of Osun state, Nigeria. The sample consist 3 teachers  that were purposively selected from 20 private schools that were randomly selected using simple random sampling technique to make a total number of 60 caregivers. Self - developed questionnaire was used to collect data for the study. Data collected were analyzed using frequency count, percentage, and standard deviation. The results revealed that low percentage 6.7% of caregivers were ECCE certificated, 43.3% had other education disciplines, 46.7% were registered under Teachers Registration Council of Nigeria (TRCN), 52.2% uses the expected methodology for teaching literacy skills while 67.2% were engaged in various professional development and collaborate in teaching literacy skills. It can be concluded that the professionalism of pre-school caregivers/teachers in term of certification is very low, less than 50% were professionally registered but the methodology applied in teaching literacy skills are appropriate. The study recommended that school owners should make recruitment of ECCE professionals a priority and encourage caregivers to engage more in professional development that will equip them in the field of ECCE.
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.
Enhancing Quality of Early Childhood Education in Nigeria Through Adoption of Blended Learning By Early Childhood Educators Lawal, Oluwaseun Temitope; Oladunni Gbenga-akanmu, Taiwo; Akinyemi Amoo, Tesleem
Indonesian Journal of Elementary Teachers Education Vol. 4 No. 2 (2023)
Publisher : The University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijete.v4i2.9246

Abstract

ABSTRACTIt has been observed in the recent that the reality and influence of Blended Learning on achieving quality education across the globe cannot be under estimated. This has made it a necessity for all educators to adopt blended learning as a teaching strategy. The study investigated the adoption of blended learning by Early Childhood Education teachers in Nigerian Primary Schools. Descriptive survey design was employed for the study. The sample size consisted of 450 teachers that were randomly selected from the three Senatorial Districts in Ondo State Nigeria. A self-designed instrument was used to collect data for the study. The instrument was validated and tested for reliability at coefficient of 0.75. Data collected were analysed using frequency, percentages and ranking. The result revealed that 387(86%) of the teachers in Ondo state has adopted blended learning and majority of the teachers had positive perceptions of BL as a teaching strategy. It was concluded that ECE teachers in Ondo state Nigeria has adopted blended learning as a teaching strategy. The study recommended that government and other stakeholders should give more awareness on BL and provide teachers and learners with necessary facilities needed in school and home.Keywords: blended learning; early childhood education; primary school; teacher; teaching strategy
Co-Authors Akinyemi Amoo, Tesleem Hamzat,, Baniyaminu Opeyemi Oladunni Gbenga-akanmu, Taiwo Onojah, David Monday Opeyemi Oyewumi , Nasimot Orisadare, Hamdalah Adejoke Oyewumi, Nasimot Opeyemi