Nursery and Primary Education

It is no longer news that the Nigeria education sector is faced with challenges which emanated from negligence in policy implementation especially the PRIMARY EDUCATION SYSTEM which unfortunately is the foundation and bedrock of all further education in life. 
One thing has remained a big challenge of humans from time past till date, the scarcity of people who can take charge, courageously speak and stand for what is good and profitable for all”especially at this time when educational malpractice has become a norm in the society. This book written by a concerned Scholar cum the National President of National association of Nursery and Primary Education Instructors in Nigeria ( ANPEIN), is timely and specifically  written to address the  root causes of the nationwide epidemic educational issue which  sensitizes the general public, create awareness and explore ways through which such epidemic issue  can be curtailed.
The book also makes comparison between primary 5 & 6 curriculum and reveals that a great difference exist.
The children these days, struggle in secondary schools and in life generally, as a result of this malpractice. The psychological trauma and effect of this practice extends throughout life of these children.
Here is a true-life narration of a victim of this unethical practice to substantiate the argument:
I left in primary 5. Up till now, with the knowledge I have today, I struggle through life at every level. Because I was moved when I was not ready! I was exceptional, yes! But it didn’t help me. I had to do an analysis a lot later in life to see why some things happened to be academically, emotionally, and psychologically. It went back to my foundation after all.
Bring Back Primary 6 Movement (BBP6M) intends to create awareness on the benefits of pupils completing full 6-year programme of primary education and proclaim the detriments of doing otherwise with the aims to:
i. encourage parents and school owners to ensure pupils below primary 6 are not graduated or moved from primary school to be admitted into secondary school.
ii. encourage government authorities to enforce this motive
iii. make schools and corporate organizations buy the idea and enforce this movement in their operations
iv. encourage schools to raise matured children for all-round success in secondary school and beyond.
v. build a nation of emotionally, intellectually and morally competent minds that will make a difference in leadership and character.
These will be achieved through provision of information regularly on the subject via different platforms and encouraging schools to make Primary 6 a very active and functional class thereby fulfilling the TRANSITIONAL purpose of the level beyond academics.
To fully implement the Primary Education System of 6-3-3-4 Policy, the practitioners need to take responsibility. We need to fight the menace, do it right, to get it right. If we get it right in the sector, no workforce will ever dictate the age of entry into organizations or anybody dares to bend or change the rule. The system can only be cleaned when things are done rightly.
So we advocate for its implementation by
Non acceptance of DECLARATION OF AGE for admission into primary 1 but BIRTH CERTIFICATE;
Government' takeover of issuance of TESTIMONIAL for only Primary six pupils;
Stop common entrance exams rather individual school organizes admission exams (placement or transfer exams) for individuals/pupils who want to get into secondary schools.
These recommendations and other valuable tips are what this book dwells greatly on which will help educate the stakeholders and aid them make informed decisions concerning the primary education. As a scholarly writer, I appreciate Mr. Simeon Fowowe for this intellectual piece. Thank you for the honour given to me  to write this foreword.
I recommend the book to every stakeholder willing to bring back the primary 6 education in Nigeria

Classroom, without any iota of exaggeration, is like a theatre or studio where different arts works are moulded into shapes and sizes. Learners are the art work, while the teachers are the artists and the process of moulding is the teaching and learning process, and the strategies and methods used are the materials. Therefore, classroom is a studio where learning and smooth transition from home to the larger society is promoted. No doubt too, there are a lot of pedagogical activities that can make or mar children which are carried out in the classroom irrespective of its level and this compendium chronicles the ABC of teaching the subjects in both primary and secondary schools.
Studies in the various subject areas and levels of education have established that, several factors are responsible for the poor performance of students in the various subjects and at all levels of education. But, at the base of all, is one glaring fact, the quality of teaching in each of these subjects and at the various levels of education system leaves much to be desired.
It is against this background that, many authors address, the causes, the factors and solutions to the poor performance of students in the various subjects at different levels of our education system. Most importantly, there are some chapters that address the better way to teach and the best way to make teaching more rewarding in our classroom. The import of this effort resolve is to explain how to make our learners, more successful in the various subject they offer at different levels of school system.
The expert/professionals have taken pains to research wide in order to apply the available resources at their disposal to address the major issues of how best learner can learn.
The essence of teaching is learning. If students don’t learn, invariably, teachers have not taught. No doubt, the essence of sending students to school is to learn and learn the application of putting what they have learnt into practice. Interestingly now, this product is for you, the classroom practitioners, read it, digest it and use it. Read those other subject metholodogies and strategies apart from your, because some of them contain materials that are relevant to you.
Finally, with our experience in the practice of education and teaching in particular, we are of the opinion that, teachers at all levels of our school system, should prioritise what can make students learn and learn very well.
May your enterprise thrive in this profession.

The book, Bring Back our Languages, came to being as a result of perceived alarming mis-use of English language among students and parents and the reckless abandonment of indigenous languages in Nigerian schools and homes.  The latest law by Lagos State government, to make every Wednesday a vernacular day in her schools is a welcome development as it will promote a deliberate use of Yoruba language and the implementation of the long-awaited provision of use of the indigenous languages in the National Policy on education, Section 1(8) item G which is reproduced here: “Every child shall be taught in the mother tongue or language of the immediate community for the first four years of basic education in addition, it is expected that every child shall learn one Nigerian language. (NPE, 2013)

The authors are of the opinion, that for the proposals in this text to be achieved, Government must do what it is mandated in the same policy document “Section 2 No 16 item J – Ensure development of orthography of more Nigerian languages; and produce textbooks. Supplementary readers and other instructional materials in Nigeria languages. (NPE, 2013)

The highlightsinthe text includes- major indigenous languages, minority, non-majority Nigeria dialects, history of English language, errors usually commonly used by elites cited, selected Poems, Rhymes, Folktales, etc were actually picked from some texts which were (referenced appropriately) and from personal experience of the authors.
Hope the facts, figures and dates quoted in the text will be useful for those who are willing to learn their mother tongue. It is a wake-up call to those who are highly indigenous and desirous to learn their mother tongues.

Abstract
The study examined teachers’ quality and attitude towards primary school learning of science in Mainland Local Government Area of Lagos State. In the study, four hypotheses were tested in the study. Correlational research design was adopted. A total sample of one hundred and fifty (150) respondents made up of 50 teachers and 100 pupils were selected through simple random sampling technique. The instruments used in this study for the collection of data from the respondents were a questionnaire designed by the researchers. The first teachers to measure teachers’ quality while the second one measured pupils’ attitude to science. Pearson’s Product Moment Correlation and t-test statistics were used to test the hypotheses formulated at 0.05 level of significance. The findings of the study showed that there is a significant relationship between teachers’ knowledge of the subject matter and attitude of primary school pupils toward science. There is a significant relationship between teachers’ communication ability and attitude of primary school pupils toward science, there is a significant influence of teachers’ usage of instructional material on attitude of primary school pupils toward science and there is a significant relationship between teachers’ classroom management skills and attitude of primary school pupils toward science. Based on the findings of the study, the study recommended among others that teachers should be more committed to the teaching of science in primary schools with the use of instructional materials given the importance of practical knowledge in it.

WELCOME SPEECH BY ANPEIN PRESIDENT, MR. FOWOWE, SIMEON SUNDAY, ON THE OCCASION OF ITS FIRST ROUNDTABLE CONFERENCE, HELD BETWEEN 1ST – 3RD NOVEMBER, 2018 @ ECO EVENT CENTRE MOKOLA B/STOP, EGBEDA LAGOS STATE, NIGERIA.

Protocols,
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Teaching is a challenging and rewarding profession and one of the few careers you can choose where you really can make a big difference to someone’s life – a difference that will stay with them forever. The first teacher to make a difference in my life was, Mrs. Oyedola, late now. She was a primary school teacher who taught me to read when others had failed. Where, I actually wonder, would I be now, if she had not been there to make a difference?
At every level of your appointment as a teacher, be it-Nursery, Primary, Secondary or higher institutions, the concept of teaching for tomorrow should be your watchword. The children we teach today are the adults who will be determining our future and it is our responsibility to enable them make informed choices and to be in control of the technology they will use. Needless to remind the teachers that, the ideas we discuss with a class of children TODAY, may be modified in the future by new approaches or discoveries.
We can not second-guess the future for the children we teach, but we can try to take an imaginative approach in our teaching and keep ourselves informed about how the present situation is changing. The life we live on this earth has never been static. As humans, we have always known and experienced CHANGES. Still, we have always adjusted to or adopted by changes. If changes have always been with us then, it is imperative as an ASSOCIATION to predict the likely classroom and school dynamics that our children may likely encounter. The changes today are occurring at break-neck speed which are profoundly affecting fundamental changes in our schools, the way teachers behave and teach, the way learners read and talk, the way questions are set and answered and the way schools assess, evaluate and even collect schools fees.
ANPEIN roundtable conference this year 2018 therefore, presents a contemporary issue in our educational system – Designing the classroom of the future: issues, prospects and considerations, for three (3) days, where critical review of what becomes the future classroom of our nation will be discussed with a view to charting a future course that would align with best international practices. Day one will be for formal opening and keynote directions followed by presentation of other lead papers with a robust critique of all the presentations. Day 2 will continue with the roundtable on lessons on best practices from across the Boarders etc. Day 3, continues with roundtable and visits to idea schools to see, if available, all the components of future classroom and schools being discussed here. Same day, the communiqué and adoption of it will be done. Thereafter, certificate of attendance will be distributed to the participants.
Apart from the keynote and lead papers, all other operations are going to be different from orthodox paper presentation style but instead, will focus on mainly a series of interactive roundtables followed by syndicate sessions for in-depth exploration of selected burning issues on the subject matter of the conference. May I challenge the participants to have the following as their focal points of expectation amongst others things being envisaged.
The dynamics of our school/classroom:
• Digital pedagogical tools for 21st century teachers/learner
• Identification and remediation of special needs children.
• How to establish schools in the current dispensation
• Debt recovery mechanism in the 21st century
• Parental roles in the current dispensation.
• The status of Primary six and SS 3 classes in the current dispensation
• Professional development of teachers and school administrators, etc.

At this juncture, I will like to give a brief to the establishment of ANPEIN for those willing to join.
ANPEIN was established in 2016 to build a working relationship and network with the leading academics, international partners, NGOs, science and ICT professionals and exemplary classroom researchers that are willing to support professional caregivers, teachers and lecturers in discharging their duties in terms of teaching, researches about child’s education and protection.

SPECIFIC OBJECTIVES AND FUNCTIONS
1) ANPEIN believes that the equation is simple for the rights of the children to be guaranteed and that education is the most basic insurance against poverty, ignorance and stagnancy. Education represents opportunity to survive, live a meaningful life. At all ages, it empowers people with the knowledge, skills and confidence they need to shape a better children.
2) The basic goal of the association for Nursery and Primary Education instructors (ANPEIN) is Research, the application & implementation of research findings regarding children in (Nursery and Basic Education) for the effectiveness and the improvement of quality education for the young ones.
3) Classroom based research, focus on print and digital publications.
4) An extensive program of continuous professional development trainings for members.
5) Partnership with relevant agencies on project that will facilitate quality teaching and learning in our school system.
6) To promote understanding and collaboration among researchers and professionals in Nursery and Basic Education.
7) Facilitate exchange programs among members, schools, and higher institutions.
8) Promote follow up programs for teachers, schools and higher institutions that are members.
9) Organise conferences, seminars, workshops, and round table discussions for the improvement of Nursery and Basic Education in Nigeria.
10) Published books, journals, newsletters, pamphlets, magazines, e.t.c. on Nursery and Basic Education.
11) Participate in local, national and international conferences in accordance with association's aims and objectives.

Vision: Eradication of all inhibiting factors , militating against the growth and development of the Nigerian child.
Mission Statement: The mission statement of the Association includes:
• To utilize research findings as advocacy tool to protect the conventional rights of the child and sensitize the society and other policy makers on the state of children’s education in Nigeria with a view to assisting in their development
• To utilize research findings and appropriate technology as strategic tool for training and development of caregivers, teachers, parents and even teachers’ educators etc. in order to strategically develop sound professionals for improved and quality education entrenchment in Nigerian society.

Goal: Our goal is to support children’s desire to be life-long learners through pedagogical programmes and protection schemes for their parents, teachers, caregivers and school administrators.

Slogan/Motto: Providing quality trending for children’s education and healthy development.
ANPEIN Anthem:
ANPEIN is a child protection agent
We are caregivers and teachers in all ramifications
We promote EFA, MDGs and SDGs and other
conventions and protocols about Nigerian children.

We train and build lives and chart ways for the future leaders.
Great caregivers, Great Teachers! Great Educators,
We are not discriminatory,
We encourage the vulnerable, the disadvantaged and
The neglected and we love the profession we are in…

Preamble /Protocol:
I wish to express my sincere appreciation to my colleagues here at Adeniran Ogunsanya College of Education, Oto- Ijanikin who thought it wise to invite me to give the Keynote Paper at this First School of Early Childhood and Primary Education (SECPED) conference. I count it a privilege to be so honoured.  In addition I want to appreciate the Provost, HODs, all members of staff, the LOC, experts in Early Childhood and Primary Education from various institutions, school heads, proprietors and proprietresses, education officers, students and you all for coming to attend the opening session. Without your attendance here there will be no conference.
I am thrilled that AOCOED has been engaging in so many activities, capacity building, research and workshops with the Lagos State Government and other stakeholders in the education space to project the status of Early Childhood Education (ECE) and Primary Education, especially the recent one held between 11 -15 November, 2019 on Effective Teaching and Classroom Management for Lagos State Early Childhood Care, Development and Education Teachers. Indeed if the foundation be poor, what can the righteous do, on this note, I want to recognize your laudable efforts and challenge you not to relent in being at the cutting edge of policy development, practice and training within the ECE space.

FOREWORD

Most people think they are running their lives the way they want, according to their intentions and esteemed values.But we unconsciously play behaviours that are not harmonius with our desires.We don't see the foul play because it is unconscious and we end up shooting ourselves in the leg.By default, the unconscious mind controls our habits which have been programmed by a set of values, beliefs and attitudes created by upbringing, environment and significant emotional experiences.
The conscious and unconscious minds aren’t in harmony with each other.The fact that the conscious mind is aware of something doesn't mean that, the unconscious mind will cause you to act in accordance with it.While both levels of consciousness may seem to be together, they each learn differently.The conscious mind learns in creative fashion while the unconscious mind learns by forming a habit.When you read a great book or come to a profound realization that could change your life, the conscious mind makes you go, “Aha! This is all I need to breakthrough."While the unconscious mind goes "Hmmmmm, this is quite interesting,” and it forgets about that information because it isn't immediately relatable.
You feel excited by whatever information you learn and it further expands your conscious awareness without altering your unconscious programming.So your behaviour remains the same before and after reading the book or attending that expository masterclass.This proves the fact that you cannot become a changed person overnight.
However, you can reprogram your unconscious mind to have the same levels of values, beliefs, desires and wishes as your conscious mind.When both levels of consciousness converge with the same vision, you can attract the exact outcomes you want.In order to manifest the change you read about, you have to teach your unconscious mind what your conscious mind now knows.The conscious mind is the seat of your consciousness, that's who you are.We are not our behaviour, our actions only show what we've been through not who we are.
The unconscious mind is a lousy machine which replays programs to confirm our past experiences.The unconscious mind cannot process information mechanically, it automatically filters bits that confirm what is already stored.This is the reason why you cannot self talk yourself to change.The unconscious mind communicates in programs, whatever command you give it merely initiates an existing program.If there is no installed program with the behaviour you wish to display, you will end up falling back to the old pattern.It is like repeating to yourself loudly, "Don't think about a yellow car." It is totally counter-intuitive.You have to change the existing program first.
In the first 10 years of our lives, it was easy to accept everything we saw, heard, felt or learnt because the brain at this stage is in a low vibrational frequency.As we grow older, our vibrational frequency increases - coupled with the noise and stress of day to day routine.It is impossible to learn something new unconsciously at this level of vibration because the mind is already battling with information overload (2 million bits of information bombarded daily).Except we intentionally lower our vibration, we cannot download the concept which we are already familiar with at the conscious level.This can be done through Hypnosis. Hypnosis is more about imagination and less about manipulation or hallucination.Hypnosis is often infused by speech or music.During hypnosis, the mind blends the imaginative world with reality as it cannot differentiate between both.A lot of people get sceptical when it comes to hypnosis.They want to remain 'alert' and in control.
The truth is, everyone is in some sort of trance so why not maximize that state for the better.Neuro scientists assert that there are three major brain waves that pass and process information to the mind.They include Delta (a state during sleep), Theta (a state during imagination or hypnosis) and Alpha (a state of consciousness).Above Alpha is Beta during which we become hyperaware of everything around us.Just before you sleep and few minutes after you wake up, your mind goes through the Theta state which is responsible for dreaming.At this time, the unconscious mind is open to receive anything you ruminate on.
The unconscious mind processes all information during sleep so this is the right time to introduce the behaviour you want to manifest.Read a chapter of that great book on self development before you go to bed or listen to an awesome podcast on self disciple as soon as you wake up, and it will slowly become enclosed in a habit.The problem with knowing something consciously is that with time you will drop it for something else that supports the program running in your unconscious mind - even if it is disempowering.The mind exists to match programs with reality.Repeating the opposite of what's true at the unconscious level would create situations for it to become true for you.The unconscious mind creates a behavior in coherence with our interpretation of the recorded experiences.
The behaviour will always be coherent with the program and that result will be played 95% of the day.The mind works to merge your psychology with your biology to manifest an expression of your program in reality.The conscious mind has 5% control and that's not enough positivity to combat 95% of contradiction from your unconscious programming.A disempowering program on replay will end up sabotaging you.Willing yourself to always think positive is good, but teaching your mind an empowering program is better.There are few places  to get the kind of learning that empowers you as teachers and school owners  to understand this in-depth in an easier to understand and execute format. Avail yourself the opportunity to immerse in capacity building of many sorts that can profoundly change your perception about teaching and running of schools. Most contemporary issues being faced these days in our schools are not usually taught in the teacher training institutes. Instead, incidental education provides a lot of these imperatives. Get a copy of this compendium and read.

I honour you all.

Ola-Alani Eniola
Lecturer,Faculty of Education,
University of Ilorin & Coordinator, Osun State Chapter,ANPEIN

The Journal of Nursery and Primary Education Instructors in Nigeria is established purposely to cater for findings of research emanating from  researchers ,scholars ,policymakers and the reports on teachings in early childhood education and primary Education. It ultimately aims to:
1) provide classroom- based research that focuses on pre-primary and primary education in Nigeria and beyond
2) encourage practitioners and academics on projects that will facilitate quality teaching and learning in Nigeria schools
3) promote fora for exchange of novel and trends for teachers ,caregivers and other stakeholders in nursery , primary and other allied related courses
The Association emphasizes presentations and articles with strong bias on childhood education, Pedagogy, Curriculum Development, ICT related issues, Continuous professional development etc

MANUSCRIPTS SUBMISSION
Any interested scholar and researcher should please note the following:
i. Articles should not be more than 12 double -spaced of A4 paper all inclusive (Abstract of not more than 250 words)
ii. Submit 3 copies of the article
iii. Findings and book reviews of relevant and current publications in nursery , primary and other related matters are welcome,
iv. Publication fee will be determined according to the production crew and will be based on current market survey after the peer review.
v. Kindly direct your article(s) or further ENQUIRIES to the head of crew,Dr. Odebowale  Ireti Tina, Department of Educational Foundations & Counselling Psychology ,Lagos State University, Ojo Lagos

Email:[email protected]

STUDENTS' PERCEPTION ON THE IMPLEMENTATION OF CIVIC EDUCATION CURRICULUM FOR CURBING CORRUPTION IN ASA, KWARA STATE - OTEMUYIWA, Bridget Idowu & ATTAH, Justina. O.
DIGITALIZATION IN TEACHER EDUCATION: IMPLICATION FOR POLICY AND CURRICULUM REFORMS - EZEIRUAKU Melvina Ngozi; AKUBUGWO Ijeoma Ginikanwa & OKORONKWO, N.M.
EFFECT OF STREET HAWKING ON THE ACADEMIC PERFORMANCE OF PRIMARY SCHOOL PUPILS IN ILESA EAST LOCAL GOVERNMENT AREA OF OSUN STATE – AGBOLA, Olayinka Jerry
EARLY YEARS CENTRE AND QUALITY CONTROL MECHANISM AMONG CAREGIVERS IN SELECTED TEACHER TRAINING INSTITUTES IN LAGOS STATE – FOWOWE, S.S., SUNMONU, M. & ADIKURU, I.A.
EXCLUSIVE BREASTFEEDING AND THE HEALTH OF THE PRE-SCHOOL CHILD –UGORJI, Perpetua Nkechinyere & NNAMSO, Gertrude Oghomwen
AN INVESTIGATION INTO THE EFFECTIVENESS OF LEARNING CORNERS IN IMPROVING THE COGNITIVE AND PSYCHOMOTOR SKILLS OF PRESCHOOLERS IN LAGOS STATE, NIGERIA - Olayinka Samson ALADE, Oluwaseun Temitope LAWAL & OLUSOLA Duyilemi Jumoke
AN ECO-BEHAVIOURAL MODEL OF EARLY LANGUAGE DEVELOPMENT- OMILOLA, Amina Olawole & OSHIN, ‘Kemi B.
ISSUES OF MUSIC METHODOLOGY IN THE 9 -YEAR BASIC EDUCATION- LOKO, O.O. & MELEKEOWEI, Modupe O.
THE USE OF IMFORMATION AND COMMUNICATION TECHNOLOGY (ICT): A CONTEMPORARY ISSUE IN EARLY CHILDHOOD EDUCATION -DANIEL, E. Mshelbila
SINGLE PARENTHOOD AND FAMILY VALUES: EDUCATIONAL IMPLICATIONS ON LAGOS STATE PRIMARY SCHOOL PUPILS -ABOLUWARIN, Elizabeth O. PhD & ALAGBE, Akeem A.
LEARNERS’ PERSONALITY ON SOCIAL DEVELOPMENT OF PRIMARY SCHOOLS PUPILS - Victoria O. ADEYELE and Abimbola O. AJIBADE
IMPACT OF SUMMER SCHOOL ON ACADEMIC ACHIEVEMENT OF PUPILS' IN EDE NORTH LOCAL GOVERNMENT AREA OF OSUN STATE - Eniola Keji OLA-ALANI PhD, Vivian Omodolapo OLA-ALANI & SOBULO, Elias A.
ROLE OF EARLY CHILDHOOD EDUCATION IN ACHIEVING QUALITY EDUCATION IN PORT HARCOURT LOCAL GOVERNMENT AREA OF RIVERS STATE - Princewill Okechukwu EJEKWU (Ph.D) & Joy JUMBO
IMPACT OF AGRICULTURAL EXTENSION AGENT IN THE DEVELOPMENT OF AGRICULTURE - SHITTU, Bisi Agnes
CORRELATION ANALYSIS OF STUDENTS’ PERFORMANCE IN EDUCATIONAL MEASUREMENT AND EVALUATION - (A CASE OF STUDENTS IN COLLEGES OF EDUCATION IN LAGOS STATE) - GEORGE, Pius Adekunle & UDOFIA, I. G. Richard
EFFECTIVE MANAGEMENT OF LARGE CLASSES IN NIGERIAN SCHOOLS - ADEBESIN, S.T.; ODUNSI, A.A. & OGUNMADE, S.A.
EFFECTS OF COUNSELLING SERVICES ON ANTI-SOCIAL BEHAVIOURS AMONG SECONDARY SCHOOL STUDENTS IN MUSHIN, LAGOS STATE - ADEDOTUN, Kikelomo Oluwayemisi (Ph.D) & LAPITE, Akolade Olubunmi
DYNAMICS OF MIGRATION IN INONGO-VI-MAKOME’S NATIVES AND ONYEKA’S THE HUSTLERS - ABIOLA, Olufemi (PhD)
RE-ENGINEERING QUALITY EARLY CHILDHOOD TEACHER TRAINING THROUGH PROFESSIONAL DEVELOPMENT PROGRAMME FOR SUSTAINABLE DEVELOPMENT GOALS - EMMANUEL-AKPA, Ngozi Queen; MAFIKUYOMI, Johnson A. & OYEDAPO, Philip I.
TRANSACTIONAL ANALYSIS AND EMOTIONAL INTELLIGENCE THERAPIES IN THE TREATMENT OF BULLYING BEHAVIOUR AMONG SECONDARY SCHOOL STUDENTS IN LAGOS STATE - AYODEJI, Olawunmi Badejo PhD, LADIPO-BADA, Fausat Oluwabukola & OYEDAPO, Philip Ibukun
WAR TRAUMA AND WOMEN IN ADICHIE’S HALF OF A YELLOW SUN - Omoh Giwa
THE IMPACT OF FEDERAL AND STATE GOVERNMENT ON THE ACADEMIC PERFORMANCE OF STUDENTS IN BASIC EDUCATION CERTIFICATE EXAMINATION - IKUENOMORE, M.G., ADESOLA , S.O., & OKOROAFOR, N.C.

Effective interventions in early childhood provide critical opportunities to prevent undesirable outcomes and generate large economic returns for society. Everyday challenges bring along different forms of stress to children. Although, a dosage of stress is necessary to build resilience, stress can also be toxic when it becomes too extreme or goes on for an extended period affecting negatively not only childhood but also adult lives. It not only shapes their emotional lives as adults, but also affects their physical health and longevity. Toxic stress weakens the architecture of the developing brain, and may lead to lifelong problems in learning that invariably shows in poor school performance, learning disorders, truancy, alcohol, drug use and behavioural problems. Learning to successfully cope with stress is an important part of growing up. The roles of significant adults in the life of children especially in childhood cannot be over emphasised. The love, care, comfort displayed by adults and given to children when faced with stressful situations serves as a buffer to help them adjust and cope with the situation. It was recommended that parents should learn how to have healthier relationships with each other and care for themselves to reduce the rates of domestic violence and divorce, which have great impact on the children's stress level. In addition, school environment should encourage positive teacher-child relationship whereby children feel safe and secure and are able to relate without fear.

The Journal of Nursery and Primary Education Instructors in Nigeria is established
purposely to cater for findings of research emanating from researchers ,scholars ,policymakers
and the reports on teachings in early childhood education and primary Education. It ultimately
aims to:
1) provide classroom- based research that focuses on pre-primary and primary education
in Nigeria and beyond
2) encourage practitioners and academics on projects that will facilitate quality teaching
and learning in Nigeria schools
3) promote fora for exchange of novel and trends for teachers ,caregivers and other
stakeholders in nursery , primary and other allied related courses
The Association emphasizes presentations and articles with strong bias on childhood education,
Pedagogy, Curriculum Development, ICT related issues, Continuous professional development
etc

The present study was an attempt to investigate the effect of nursery rhymes on the young language learners listening comprehension ability. To do so, 30 elementary learners were selected as the potential participants of the study. The learners' perceptions about using nursery rhymes in teaching listening as well as teachers' perceptions about teaching listening comprehension through nursery rhymes were taken into account. The listening pre-and post-tests and teachers and learners' interviews were employed for data collection procedures. Quantitative as well as qualitative methodologies were adapted for data analysis. Findings showed that the young learners could improve their listening comprehension ability as a result of using nursery rhymes. Interview data also indicated that the learners' perceptions about nursery rhymes were found to be positive since the rhymes provided an interesting atmosphere for the learners to improve their listening comprehension while benefiting from peer interaction and teacher's support in the listening classroom. Teachers' perceptions were also realistic regarding using nursery rhymes in teaching listening, especially for young learners. As to the implication side, finding can contribute to the positive application of nursery rhymes in paving the way for young learners to improve their listening comprehension ability.

The Nurse scheduling problem (NSP) represents a difficult class of Multi-objective optimization problems consisting of number of interfering objectives between the hospitals and individual nurses. Several constraint-based optimization techniques have been proposed to solve automated nursing scheduling problems in an acceptable computation time but most of these techniques are characterized by premature convergences which inhibit optimal global solution. Thus, a Modified Genetic Algorithm (MGA) was developed to solve Nurse Scheduling Problem. The Modified Genetic Algorithm will be implemented by using Matrix Laboratory (MATLAB) software.

This study investigated challenges faced in preparing children in daycare centers for formal education in Kiambu County. The study employed cross sectional research design to collect data. The study targeted daycare centres, caregivers, parents and early childhood development education (ECDE) officials. A sample size of 282 respondents from 39 daycare centres took part in the study. These comprised 195 parents who were randomly sampled, nine (9) early childhood education officers who were purposively sampled and 78 caregivers sampled through simple random sampling technique. Validity and reliability of the research instruments was tested by piloting the instruments in 10 daycare centres that did not participate in the actual study. Questionnaires, interview guides and checklists were used to collect quantitative and qualitative data concurrently. Statistical Package for Social Sciences (SPSS) version 21 software was used to analyze quantitative data. Qualitative interviews were transcribed, coded, categorized and analyzed thematically. Both qualitative and qualitative data were compared for interpretation and presented using frequency tables, pie charts, bar graphs, narratives and direct quotations. The findings showed that daycare centers lacked adequate facilities and play resources, had unqualified caregivers and did not meet the expected hygiene standards. Further, the failure by parents to pay fees and provide meals for their children affected the running of the daycare centers. The study recommends that the government, through relevant ministries, should regulate the activities of daycare centers to ensure that they hire qualified caregivers, have adequate facilities and play resources and marinating high hygiene standards.

Globally, unsafe drinking water, poor access to appropriate sanitation facilities and inadequate hand washing contribute significantly to childhood illness and death. Clean water, availability of toilets and good hygiene practices are essential for the survival and development of children. This paper examines the impact of Water, Sanitation and Hygiene (WASH )on the nutrition of children, the effect on child’s health and the best practices. It therefore recommends that local, state and national bodies’ capacity to develop and implement equitable and sensitive WASH policies, strategies and guidelines should be strengthened.

Keywords – Sanitation, appropriateness, health, best practices, national bodies, WASH.

The Nurse scheduling problem (NSP) represents a difficult class of Multi consisting of number of interfering objectives between the hospitals and individual nurses. Se optimization techniques have been proposed to solve automated nursing scheduling problems in an acceptable computation time but most of these techniques are characterized by premature convergences which inhibit optimal global solution. Thus, Modified Genetic Algorithm will be implemented by using Matrix Laboratory (MATLAB) software. Keywords: Genetic Algorithm The Nurse Scheduling Problem (NSP) is a staff scheduling problem that intends to assign a set of nurses to work shifts to maximize hospital benefit by considering a set of hard and soft constraints like allotment of d hospital regulations, and so forth.

The essence of teaching is learning and the common place for teaching and learning is the classroom. Classrooms are designated physical plants within the school programme that are structured for the purpose of teaching and learning. Classrooms are essentially the major space for instructional activities and as such, its construction is modified from space to space, from school to school and from time to time to accommodate choice and specific learning activities and to ensure that classrooms meet the need of learners and teachers.
The conventional classroom operates with teachers and learners on face to face arrangement and in the same place, topics are usually conceptual, broad, programmatic and/or integrated, while observations, interaction and comprehension by learner’s are usually subjective. Teaching and learning involve interactive and constructive activities to an extent that none of the two can be self-reliant, the relationship can be commensal or symbiotic but can never be nothing short of.
Classrooms embellish instructional designs to create and organize pedagogical scenarios for improvement of knowledge, skills and values in the teaching and learning process.
In contemporary schools, classroom facilities, space, sitting arrangement, real materials, written/printed materials, designed materials, audio-visual materials, lighting, sound effects, other appurtenances and their management are under constant improvement to support effective teaching delivery and learning capabilities. While in modern time, the integration of technologies that can be used to promote speed, efficiency and sense of appeal are germane.
Therefore, the operations in our school system can never be static. Its dynamism is what this JNPEIN Vol. 1(1) covers.
The various contributors have made their imprints for readership based on their exposure, experience and inclinations. I commend you all
Avail yourself the opportunity to go through the Journal and practice the content.

The Nurse scheduling problem (NSP) represents a difficult class of Multi consisting of number of interfering objectives between the hospitals and individual nurses. Se optimization techniques have been proposed to solve automated nursing scheduling problems in an acceptable computation time but most of these techniques are characterized by premature convergences which inhibit optimal global solution. Thus, Modified Genetic Algorithm will be implemented by using Matrix Laboratory (MATLAB) software. Keywords: Genetic Algorithm The Nurse Scheduling Problem (NSP) is a staff scheduling problem that intends to assign a set of nurses to work shifts to maximize hospital benefit by considering a set of hard and soft constraints like allotment of d hospital regulations, and so forth.

CHAPTER 4 - Campagnaro M. (2021) Picturebooks and aesthetic literacy in early childhood education. In Å.M. Ommundsen, G. Haaland & B. Kümmerling-Meibauer (Eds.), Exploring Challenging Picturebooks in Education. International Perspectives on Language and Literature Learning (pp. 79-98). Oxon/New York: Routledge. - In their everyday lives, children are immersed in a world of images. They grow up interacting with images and visual screens long before they learn to read. In toddlers, visual precedes verbal alphabetization. They learn to look at and recognize people, animals, and objects long before they learn to name them. What is more, their assiduous use of digital devices forges their way of looking at the world – a way in which the main route via which they receive information relies on images, certainly not words. If this awareness is combined with a literary, iconographic, aesthetic, and sociocultural expertise, this way of gaining knowledge in childhood can generate effective edu...

The Nurse scheduling problem (NSP) represents a difficult class of Multi-objective optimization problems consisting of number of interfering objectives between the hospitals and individual nurses. Several constraint-based optimization techniques have been proposed to solve automated nursing scheduling problems in an acceptable computation time but most of these techniques are characterized by premature convergences which inhibit optimal global solution. Thus, a Modified Genetic Algorithm (MGA) was developed to solve Nurse Scheduling Problem. The Modified Genetic Algorithm will be implemented by using Matrix Laboratory (MATLAB) software.

The Nurse scheduling problem (NSP) represents a difficult class of Multi consisting of number of interfering objectives between the hospitals and individual nurses. Se optimization techniques have been proposed to solve automated nursing scheduling problems in an acceptable computation time but most of these techniques are characterized by premature convergences which inhibit optimal global solution. Thus, Modified Genetic Algorithm will be implemented by using Matrix Laboratory (MATLAB) software. Keywords: Genetic Algorithm The Nurse Scheduling Problem (NSP) is a staff scheduling problem that intends to assign a set of nurses to work shifts to maximize hospital benefit by considering a set of hard and soft constraints like allotment of d hospital regulations, and so forth.

CHAPTER 4 - Campagnaro M. (2021) Picturebooks and aesthetic literacy in early childhood education. In Å.M. Ommundsen, G. Haaland & B. Kümmerling-Meibauer (Eds.), Exploring Challenging Picturebooks in Education. International Perspectives on Language and Literature Learning (pp. 79-98). Oxon/New York: Routledge.  - In their everyday lives, children are immersed in a world of images. They grow up interacting with images and visual screens long before they learn to read. In toddlers, visual precedes verbal alphabetization. They learn to look at and recognize people, animals, and objects long before they learn to name them. What is more, their assiduous use of digital devices forges their way of looking at the world – a way in which the main route via which they receive information relies on images, certainly not words. If this awareness is combined with a literary, iconographic, aesthetic, and sociocultural expertise, this way of gaining knowledge in childhood can generate effective educational outcomes. Children’s literature can contribute to the training of this expertise, particularly as regards iconic narration and aesthetic sensitivity. Aesthetic sensitivity is “present when people begin to engage in sustained questioning about art, particularly in terms of different sorts of awareness regarding qualities of the objects being considered” (Rostankowski 1994: 117). A promising field in children’s literature research concerns the study of the nature and elements of aesthetic experiences in picturebooks. Which reading experiences are aesthetic and why? When do children have them? There is ample evidence that children have aesthetic experiences (Muelder Eaton 1994). Reading different kinds of picturebooks enables young readers to develop a sophisticated visual competence and aesthetic literacy, as shown by several recent studies (Arizpe and Style 2003; Beckett 2018; Campagnaro and Dallari 2013; Druker and Kümmerling-Meibauer 2015; Evans 2015; Kümmerling-Meibauer 2014). Seen from this point of view, picturebooks can be a relevant resource in the design of aesthetic education schemes, they can help to reflect upon aesthetic experiences, and they can be “instrumental in drawing students into more rewarding productive activity” (Muelder Eaton 1994: 20).
The aim of this chapter is to demonstrate how a more articulate and critical relationship with aesthetics through picturebooks may foster a highly-formative educational experience and to present a working model that attempts to develop aesthetic literacy in early childhood. This chapter is divided into five parts. The first part deals with the topic of visual prejudice in education and some of the reasons why visual narratives are penalized at school. The second part describes a study, “Come and Meet Bruno Munari,” conducted at a nursery school with children from 27 to 39 months old. It focuses on the importance of promoting projects of aesthetic literacy right from early infancy, drawing on the materiality of books, and book-objects in particular. The third part presents an educational and methodological proposal that could prove useful for constructing pathways of aesthetic sensitivity with young readers. This involves using picturebooks that emphasize both the aesthetic and pleasurable experience of reading and the status of the picturebook as an aesthetic object. The fourth part discusses a case study on the picturebook Emilia Mirabilia (2016), intended for children ages 7 and 8, in which this approach is undertaken with more mature readers. Finally, the last part of the chapter underscores how important it is for teachers and educators to develop the expertise they need for fostering the aesthetic literacy of young children. Consequently, this chapter places an emphasis on the semantic complexity and the educational potential which can emerge from a reading of picturebooks and which is crucial in the literary, visual, and aesthetically-oriented sense. It can be compared to a unique constellation of textual and visual features “which can be described as a coherent pattern or gestalt, contributing, in the particular work of art, towards the overall artistic design or vision. This uniqueness is, so to speak, part of the logical makeup of the concept of an aesthetic feature” (Haugom Olsen 1981: 525).

"Pedagogies and Policies of Impediment: How a Lack of Connectivity is a Barrier to Learning within Early Years Education.
Connectivity is a multi-faceted concept. It relates to three main central pillars of early years learning. These are; the inter-personal connections between educators and children, the connections between the children themselves and the connectivity to learning that exists within each individual child. The interpersonal connections, whether they are between the children and their educator or peer to peer are important because their level of positivity leaves the child either free to learn or unable to progress. If there is a lack of positive inter-personal connectivity within a child’s central relationships, they are unable to focus on anything else to any degree of productivity. Amiable and connected relationships free a child to learn unhindered. For this reason, the educator must be very connected to the inner worlds of all the children in their group. They must be mindful, aware, reflective and caring, creating an environment where the children feel loved and valued. This is not simply good practice from a perspective of care, although that too is important, it is also of vital importance from an education perspective. Freedom from feelings of unconnectedness and anxiety about the implications and ramifications of a negative interpersonal relationship leaves a child uninhibited to engage productively in their own learning journey.
Equally important is the child’s inner connectivity to their learning journey. This too requires both an informed and mindful pedagogical approach as well as national educational policies that are knowledgeable and supportive of the way young children learn. Young children learn in a connected and integrated way. Their main vehicle for learning is play. Rich play experiences should incorporate the full sensory gauntlet. Sensory learning is cellular learning. In the early years, sensory integrated learning creates a powerful vehicle for connected learning experiences that have a formidable impact on foundational learning for important educational skills such as numeracy and literacy. Pedagogies and policies which seek to deliver universal educational goals such as numeracy and literacy skills to children under age six without due consideration of the principle of connectivity within the child’s inner learning journey will ultimately impede and potentially damage the child’s ability to reach those very educational goals.
A well-formed understanding of the unique way that children, under the age of six, learn, needs to be at the core of evolving pedagogies and policies for early learning. Pedagogies and Policies are intrinsically linked through educator training and national early year’s curricula. International standards vary greatly within both realms with nation states opting for vastly difference models. The centrality of connectivity as a pillar of early learning is as evident within the models of best practice as its absence is as evident as a barrier to learning within the models that invite critique.
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The Nurse scheduling problem (NSP) represents a difficult class of Multi-objective optimization problems consisting of number of interfering objectives between the hospitals and individual nurses. Several constraint-based optimization techniques have been proposed to solve automated nursing scheduling problems in an acceptable computation time but most of these techniques are characterized by premature convergences which inhibit optimal global solution. Thus, a Modified Genetic Algorithm (MGA) was developed to solve Nurse Scheduling Problem. The Modified Genetic Algorithm will be implemented by using Matrix Laboratory (MATLAB) software.

WELCOME SPEECH BY ANPEIN PRESIDENT, MR. FOWOWE, SIMEON SUNDAY, ON THE OCCASION OF ITS FIRST ROUNDTABLE CONFERENCE, HELD BETWEEN 1ST – 3RD NOVEMBER, 2018 @ ECO EVENT CENTRE MOKOLA B/STOP, EGBEDA LAGOS STATE, NIGERIA. Protocols, _____________________ _____________________ _____________________ Teaching is a challenging and rewarding profession and one of the few careers you can choose where you really can make a big difference to someone’s life – a difference that will stay with them forever. The first teacher to make a difference in my life was, Mrs. Oyedola, late now. She was a primary school teacher who taught me to read when others had failed. Where, I actually wonder, would I be now, if she had not been there to make a difference? At every level of your appointment as a teacher, be it-Nursery, Primary, Secondary or higher institutions, the concept of teaching for tomorrow should be your watchword. The children we teach today are the adults who will be determining our future and it is our responsibility to enable them make informed choices and to be in control of the technology they will use. Needless to remind the teachers that, the ideas we discuss with a class of children TODAY, may be modified in the future by new approaches or discoveries. We can not second-guess the future for the children we teach, but we can try to take an imaginative approach in our teaching and keep ourselves informed about how the present situation is changing. The life we live on this earth has never been static. As humans, we have always known and experienced CHANGES. Still, we have always adjusted to or adopted by changes. If changes have always been with us then, it is imperative as an ASSOCIATION to predict the likely classroom and school dynamics that our children may likely encounter. The changes today are occurring at break-neck speed which are profoundly affecting fundamental changes in our schools, the way teachers behave and teach, the way learners read and talk, the way questions are set and answered and the way schools assess, evaluate and even collect schools fees. ANPEIN roundtable conference this year 2018 therefore, presents a contemporary issue in our educational system – Designing the classroom of the future: issues, prospects and considerations, for three (3) days, where critical review of what becomes the future classroom of our nation will be discussed with a view to charting a future course that would align with best international practices. Day one will be for formal opening and keynote directions followed by presentation of other lead papers with a robust critique of all the presentations. Day 2 will continue with the roundtable on lessons on best practices from across the Boarders etc. Day 3, continues with roundtable and visits to idea schools to see, if available, all the components of future classroom and schools being discussed here. Same day, the communiqué and adoption of it will be done. Thereafter, certificate of attendance will be distributed to the participants. Apart from the keynote and lead papers, all other operations are going to be different from orthodox paper presentation style but instead, will focus on mainly a series of interactive roundtables followed by syndicate sessions for in-depth exploration of selected burning issues on the subject matter of the conference. May I challenge the participants to have the following as their focal points of expectation amongst others things being envisaged. The dynamics of our school/classroom: • Digital pedagogical tools for 21st century teachers/learner • Identification and remediation of special needs children. • How to establish schools in the current dispensation • Debt recovery mechanism in the 21st century • Parental roles in the current dispensation. • The status of Primary six and SS 3 classes in the current dispensation • Professional development of teachers and school administrators, etc. At this juncture, I will like to give a brief to the establishment of ANPEIN for those willing to join. ANPEIN was established in 2016 to build a working relationship and network with the leading academics, international partners, NGOs, science and ICT professionals and exemplary classroom researchers that are willing to support professional caregivers, teachers and lecturers in discharging their duties in terms of teaching, researches about child’s education and protection. SPECIFIC OBJECTIVES AND FUNCTIONS 1) ANPEIN believes that the equation is simple for the rights of the children to be guaranteed and that education is the most basic insurance against poverty, ignorance and stagnancy. Education represents opportunity to survive, live a meaningful life. At all ages, it empowers people with the knowledge, skills and confidence they need to shape a better children. 2) The basic goal of the association for Nursery and Primary Education instructors (ANPEIN) is Research, the application & implementation of research findings regarding children in…

The Nurse scheduling problem (NSP) represents a difficult class of Multi consisting of number of interfering objectives between the hospitals and individual nurses. Se optimization techniques have been proposed to solve automated nursing scheduling problems in an acceptable computation time but most of these techniques are characterized by premature convergences which inhibit optimal global solution. Thus, Modified Genetic Algorithm will be implemented by using Matrix Laboratory (MATLAB) software. Keywords: Genetic Algorithm The Nurse Scheduling Problem (NSP) is a staff scheduling problem that intends to assign a set of nurses to work shifts to maximize hospital benefit by considering a set of hard and soft constraints like allotment of d hospital regulations, and so forth.

Resumo Neste artigo pretendemos abordar a problemática da formação inicial de educadores de infância e a sua adequação, particularmente, ao contexto educativo de creche, que permanece praticamente inexplorado. Nesse âmbito, importa não só referir as opções teóricas que devem enquadrar essa formação, mas também analisar os vários aspetos de intervenção educativa que assegurem, cumulativamente, a qualidade do ambiente educativo e o desenvolvimento global das crianças. Assim, o objetivo primordial é, por um lado, explanar um conjunto de princípios educativos relevantes (Gonzales ‑Mena & Eyer, 2001) e, por outro, salientar práticas adequadas ao desenvolvimento de crianças até aos três anos de idade, perspetivadas pela National Association for the Education of Young Children (NAEYC). A concluir, serão referidas as implicações e vantagens da consideração de tais princípios e práticas na formação inicial de educadores de infância e o impacto de uma formação deste tipo na prática profissional, no que especificamente se refere ao contexto de creche.
Palavras ‑chave: formação inicial; educadores de infância; contexto educativo de creche; práticas adequadas
ABSTRACT: In this article we intend to address the initial training of kindergarten teach‑ ers and its adequacy particularly in the context of nursery education, which remains mostly unexplored. In this context it is important not only refer to the theoretical options that should sustain such training, but also to analyze aspects of practical intervention to ensure, cumulatively, the quality of the educational environment and the overall development of children. Thus, the primary objec‑ tive is, first, to explain a set of relevant educational principles (Gonzalez ‑Mena & Eyer, 2001) and, secondly, to highlight good practice to the development of children up to age three years old, envisaged by the National Association for the Education of Young Children (NAEYC). In conclusion, the implications and advantages of the consideration of such principles and practices in the initial training of kindergarten teachers will be referred as well as the impact of such training in professional practice, specifically in the context of nursery.
Key ‑words: initial training; kindergarten teachers; nursery educational context; appropriate practices