The Impact of Classroom Practices on the Affective and Psychomotor Domains of Pre-School Pupils in Ekiti State, Nigeria
This study investigated impact of classroom practices on the affective and psychomotor domains of pre-school pupils in Ado local government area of Ekiti State, Nigeria. The study used a descriptive survey of research design. The sample size of fifty (50) pre-school teachers were used as respondents of the study and they were selected through a simple random sampling technique. The respondents were selected from pre-school within Ado local government area. The study used questionnaire as the only instrument for data collection. Percentages were used to answer the research questions of the study. The findings of the study reveals that teachers’ classroom practices influenced the affective domain of pre-school pupils. Teachers’ classroom practices influenced the psychomotor domain of pre-school pupils. Hence, the researcher recommended that pre-school pupils teachers should ensure that they adopt classroom friendly and warming classroom practices that can further improved and reinforced the pre-school pupils school experience and also to enhance affective and psychomotor domain growth. Also, pre-school pupils’ teachers should endeavour to take it upon themselves the adoption of methodology and creation of conducive classroom environment that will bring about steady and rapid affective and psychomotor growth of the pupils so as to enhance all round education for the learners. Early childhood education centre teacher should always adopt learners’ centred method as the only method of communication, interaction and decision making in the classroom so as to cater for individual differences and ability.
1. Pre-school pupils teachers should ensure that they adopt classroom friendly and warming classroom practices that can further improved and reinforced the pre-school pupils school experience and also to enhance affective and psychomotor domain growth.
2. Also, pre-school pupils’ teachers should endeavour to take it upon themselves the adoption of methodology and creation of conducive classroom environment that will bring about steady and rapid affective and psychomotor growth of the pupils so as to enhance all round education for the learners.
3. Early childhood education centre teacher should always adopt learners’ centred method as the only method of communication, interaction and decision making in the classroom so as to cater for individual differences and ability.
4. Pre-school pupils’ teachers’ act of discipline should not be too aggressive and unfriendly so as to accommodate all pupils irrespective of their affective and psychomotor differences.
5. Pre-school pupil’ teachers’ should always be less aggressive and be more tolerating to accommodate pupils’ mistakes and guarantee their safety so as to maximize their affective and psychomotor ability of pre-school pupils.
6. Teacher should always be patient and accommodating as this can be great determinant factor in improving writing skills of early childhood education pupils.
7. Teachers’ should always be mindful and careful of their behavior as it can make or mar the attitudinal and emotional being of the pre-school pupils.
8. Pupils-teacher interaction should be improved among pre-school pupils so as to enhance pupils handling of writing materials which will improve pupils writing skills, arrangement of alphabet and handling of mathematical tools.
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