Integration and Innovation in Early Childhood Education in Nigeria: Implications for Quality Teacher Production

Authors

  • V C Onu Department of Educational Foundations Programs University of Nigeria, Nsukka.
  • William Emeka Obiozor Bloomsburg University of Pennsylvania, USA
  • O E Agbo Department of Educational Foundations, University of Nigeria, Nsukka.
  • Ezeanwu Chiamaka

DOI:

https://doi.org/10.21083/ajote.v1i1.1587

Abstract

This survey research studied integration and innovation in early childhood education and implications for quality teacher preparation. The study was a descriptive survey research, with one hundred and twelve (112) sampled preschool teacher. Eight research questions and three hypotheses guided the study. Early Childhood Programme Instrument on Integration and Innovation (ECPAI) was constructed, validated and used in eliciting responses from the respondents. The data collected were analyzed using percentage, mean, and Paired Sample tests. The study revealed a significant difference in the opinions of public and private preschool teachers toward integration and innovative practices in early childhood education in Nigeria. It was equally revealed that are Early Childhood Education (ECE) programme in Nigeria is influenced by traditional, uncreative approaches. Thus, training and retraining of focus teachers and stakeholders in ECE was highly recommended

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Published

2011-10-14

How to Cite

Onu, V. C., Obiozor, W. E., Agbo, O. E., & Chiamaka, E. (2011). Integration and Innovation in Early Childhood Education in Nigeria: Implications for Quality Teacher Production. African Journal of Teacher Education, 1(1). https://doi.org/10.21083/ajote.v1i1.1587

Issue

Vol. 1 No. 1 (2010): Global Teacher Education Initiatives, Sustainable Development and Poverty Alleviation Strategies in Africa

Section

Articles