Understanding Time Words by Children Aged Three to Five Years Old: Implications for Early Childhood Education

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– Understanding Time Words by Children Aged Three to Five Years Old: Implications for Early Childhood Education –

Download Understanding Time Words by Children Aged Three to Five Years Old: Implications for Early Childhood Education. Educational Foundation students who are writing their projects can get this material to aid their research work.

Abstract

The study aimed at investigating the understanding of time words used in children’s literature in Early Childhood Education by Children aged three to five years old. Time words are indiscriminately used in story books, rhymes and songs meant for children in nursery and pre-primary Schools.

However, Piaget’s theory of intellectual development has identified time concepts as beyond the conceptual development of the preoperational child. Seven research questions were raised on understanding, use, sequence and time words within the Zone of Proximal Development (ZPD).

Four hypotheses were also formulated to authenticate answers to the research questions. Ethnographic cross-sectional research design was used for the study. The population was made up of children aged three to five years old in nursery and preprimary schools.

120 pupils made up the sample consisting of 40 pupils each of age three, four and five years old. The instruments for data collection were test and observation. The test was constructed in the format of Peabody Picture Vocabulary Test Revised (PPVT-R).

Introduction

The Nigerian Research and Development Council (NERDC) present Early Childhood Education as programmes concerned with the care and education of children from birth to five years (0-5years) (NERDC,2007) and has developed national curriculum for the care and education of children 0 – 5years.

This indicates that the government realizes the significant role that early childhood education plays in the overall development of the child as well as in preparing him/her for successful school life.

Earlier, the 2004 edition of the National Policy  on Education (NPE) had made early childhood education an integral part of public education by requiring public primary schools to establish preprimary sections.

This recognition has stimulated the establishment of preprimary school section in public primary schools. In Plateau State for instance, the number of public preprimary schools rose from 13 in 2009 to 129 in 2011, while the number of private preprimary schools increased from 217 to 283 within the same period.

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