The Impact of Classroom Practices on the Affective and Psychomotor Domains of Pre-School Pupils in Ekiti State, Nigeria
Keywords:
Classroom Practices, , affective domain, , psychomotor domain, , pre-school
Abstract
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.
References
The researcher recommended the following:
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.
References
Abu- Saeed, K., Abu- Saeed, M. B. & Parakoyi, D. B. (2012). Perception, Attitude and Practices of Parents in Okene, Nigeria towards Girl-Child Education, International Journal of Scientific and Research Publications, 2(8), 1-7.
Administration for Children and Families, (2010). Head Start Impact Study. Final Report. Washington, D.C: U.S. Department of Health and Human Services.
Al Otaiba, S., Connor, C. M., Folsom, J. S., Greulich, L., Meadows, J. & Li, Z. (2011). “Assessment Data-Informed Guidance to Individualize Kindergarten reading Instruction: Findings from a Cluster-randomized Control Field Trial.” The Elementary School Journal, 111, 535–560.
Beazidou, E., Botsoglou, K. & Eleni, A. (2012). Classroom behavior management practices in kindergarten classrooms: An observation study, Hellenic Journal of Research in Education, 93-107.
Bierman, K. L, Nix, R. L., Heinrichs, B. S., Domitrovich, C. E., Gest, S. D., Welsh, J. A. & Gill, S. (2014). Effects of Head Start REDI on children’s outcomes one year later in different kindergarten contexts. Child Development, 85, 140–159.
Borich, G. D. (2014). Effective teaching methods: Research-based practice (Eight Edition ed.). Boston: Pearson Education.
Brighton, C. M., Hertberg, H. l., Moon, T. R., Tomlinson, C. A. & Callahan, C. M. (2005). The Feasibility of High-end Learning in a Diverse Middle School. Storrs, CT: National research Center on the Gifted and Talented, University of Connecticut.
Buseri, J. C. & Dorgu, T.E. (2011). The relevance of instructional materials for effective Curriculum delivery in Nigeria, Journal of issues in professional Teacher Education (JTIPTE), 2(2), 9.
Buyse, E., Verschueren, K., Doumen, S., Van Damme, J. & Maes, F. (2008). Classroom problem behavior and teacher-child relationships in kindergarten: The moderating role of classroom climate, Journal of School Psychology, 46, 367–391.
Cabell, S. Q., DeCoster, J., locasale-Crouch, J., Hamre, B. K. & Pianta, R. C. (2013).Variation in the Effectiveness of Instructional Interactions across Preschool Classroom Settings and learning Activities, Early Childhood Research Quarterly, 28: 820–830.
Chrystal, S.J.& Adrian, T. T. (2009). Caring as Classroom Practice, Social Studies and the Young Learner, 22 (1), 8–11.
Cohen, J., McCabe, E. M., Michelli, N. M. & Pickeral, T. (2009). School climate: Research, policy, teacher education and practice, Teachers College Record,111, 180–213.
De Boer, G. C., Minnaert, A. E. & Kamphof, G. (2013). Gifted Education in the Netherlands, Journal for the Education of the Gifted, 36, 133–150.
Doolaard, S. & Harms, G. J. (2013). Omgaan met excellente leerlingen in de dagelijkse onderwijspraktijk [Handling Excellent Pupils in Every Day Classroom], Groningen: GION, rijks universiteit Groningen.
Dorgu, T. E. (2015). Different Teaching Methods: A Panacea for Effective Curriculum Implementation in the Classroom. International Journal of Secondary Education, 3(6-1), 77-87.
Downer, J. T., Sabol, T. J. & Hamre, B. K. (2010). Teacher-child interactions in the classroom: Toward a theory of within- and cross-domain links to children’s developmental outcomes, Early Education and Development, 21(5), 699–732.
Education for all, (2002).Is the world on track? EFA Global Monitoring Report. Paris, UNESCO.
Edwards, C. P. & Raikes, H. (2002). Extending the dance: Relationship-based approaches to infant/toddler care and education, Young Children, 57, 10–17.
Engel, M., Claessens, A. & Finch, M. A. (2013). Teaching Students What They Already Know? The (Mis) Alignment between Mathematics Instructional Content and Student Knowledge in Kindergarten, Educational Evaluation and Policy Analysis, 35, 157–178.
Evertson, C. M. & Weinstein, C. S. (2006). Handbook of classroom management: research, practice, and contemporary issues, Mahwah, NJ: Lawrence Erlbaum Associates.
Gouriotou, Ε. (2008). Aggressive behavior management in early childhood education, In New Educational resources - Assessment and Management of Education. (Eds. Georgogiannis, P.),Patras, 356-365.
Gowrishankar, K., Mritha, R. & Elanchezian, C. (2014). Assessment of learning domains to improve student’s learning in higher education, Journal of Young Pharmacists, 6(4), 27-33.
Hamre, B. K. & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76(5), 949–967.
Hough, D. L. (2011). Characteristics of effective professional development: An examination of the developmental designs character education classroom management approach in middle grades schools, Middle Grades Research Journal, 6(3), 129-143.
Jones, V. F. & Jones, L. S. (2001). Comprehensive classroom management: Creating communities of support and solving problems (6th ed.), Boston: Allyn & Bacon.
Lang, R.H. & Hebert, J. (1995). Teaching Strategies and Methods for Students Centered Instruction, America: H.M. Whinney.
Li, Y. & Oliveira, H. (2015).Research on Classroom Practice, In: Cho S. (eds) The Proceedings of the 12th International Congress on Mathematical Education. Springer, Cham.
Matsagouras, E. (2001). The school classroom, Grigoris (in Greek), Athens.
Mooij, T., Dijkstra, E. M., Walraven, A. & Kirschner, P. A. (2014). Towards Optimal Education including Self-regulated learning in Technology-Enhanced Preschools and Primary Schools, European Educational Research Journal, 13, 529–552.
Mulder, L., Roeleveld, J. & Vierke, H. (2007). Onderbenutting van capaciteiten in basis- en voortgezet onderwijs [Underutilization of Abilities in Elementary and Secondary Education], Den Haag: Onderwijsraad.
Myunghee, K., Heeok, H., Il-Hyun, J., Jongho, S.& Jeonghee, S. (2010). Developing an educational performance indicator for new millennium learners, Journal of Research on Technology in Education, 43(2), 157-170.
Myunghee, K., Heeok, H., Il-Hyun, J., Jongho, S., & Jeonghee, S. (2010). Developing an educational performance indicator for new millennium learners, Journal of Research on Technology in Education, 43(2), 157-170.
O’Connor, E. E., Dearing, E. & Collins, B. A. (2011). Teacher-child relationship and behavior problem trajectories in elementary school,American Educational Research Journal, 48(1), 120–162.
Oberon, E. (2013). Opbrengstgericht werken bij kleuters [Achievement oriented education for young pupils], Utrecht: Author.
Powell, D., Fixsen, D. & Dunlap, G. (2003). Pathways to service utilizations: A synthesis of evidence relevant to young children with challenging behaviour. Tampa, FL: University of South Florida, Center for Evidence-Based Practice: Young Children with Challenging Behavior.
Rimm-Kaufman, S. E., Curby, T. W., Grimm, K. J., Nathanson, L. & Brock, L. L. (2009). The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom, Developmental Psychology, 45(4), 958–972.
Roy, A., Guay, F. & Valois, P. (2013). Teaching to Address Diverse learning Needs: Development and Validation of a Differentiated Instruction Scale, International Journal of Inclusive Education, 17, 1186–1204.
Smith, B. & Fox, L. (2003). Systems of service delivery: A synthesis of evidence relevant to young children at risk of or who have challenging behavior. Tampa, FL: Center for Evidence-Based Practice: Young Children with Challenging Behavior, University of South Florida.
Sowell, E. J. (2005). Curriculum: An integrative introduction, Prentice-Hall, New Jersey.
United State Department of Education, (2017). A Guide for Preschool Teachers and Child Care and Family Providers, Retrieved from https://www2.ed.gov/teachers/how/early/teachingouryoungest/page_pg4.html.
Vacca, J. & Bagdi, A. (2005). Relationships for life: supporting the emotional health of infants and toddlers, Dimensions of early childhood, 33 (1), 1-7.
Wilson, L. O. (2016). The Second Principle. Retrieved July 9, 2016, from http://thesecondprinciple.com/instructionaldesign/threedomainsoflearning.
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.
References
Abu- Saeed, K., Abu- Saeed, M. B. & Parakoyi, D. B. (2012). Perception, Attitude and Practices of Parents in Okene, Nigeria towards Girl-Child Education, International Journal of Scientific and Research Publications, 2(8), 1-7.
Administration for Children and Families, (2010). Head Start Impact Study. Final Report. Washington, D.C: U.S. Department of Health and Human Services.
Al Otaiba, S., Connor, C. M., Folsom, J. S., Greulich, L., Meadows, J. & Li, Z. (2011). “Assessment Data-Informed Guidance to Individualize Kindergarten reading Instruction: Findings from a Cluster-randomized Control Field Trial.” The Elementary School Journal, 111, 535–560.
Beazidou, E., Botsoglou, K. & Eleni, A. (2012). Classroom behavior management practices in kindergarten classrooms: An observation study, Hellenic Journal of Research in Education, 93-107.
Bierman, K. L, Nix, R. L., Heinrichs, B. S., Domitrovich, C. E., Gest, S. D., Welsh, J. A. & Gill, S. (2014). Effects of Head Start REDI on children’s outcomes one year later in different kindergarten contexts. Child Development, 85, 140–159.
Borich, G. D. (2014). Effective teaching methods: Research-based practice (Eight Edition ed.). Boston: Pearson Education.
Brighton, C. M., Hertberg, H. l., Moon, T. R., Tomlinson, C. A. & Callahan, C. M. (2005). The Feasibility of High-end Learning in a Diverse Middle School. Storrs, CT: National research Center on the Gifted and Talented, University of Connecticut.
Buseri, J. C. & Dorgu, T.E. (2011). The relevance of instructional materials for effective Curriculum delivery in Nigeria, Journal of issues in professional Teacher Education (JTIPTE), 2(2), 9.
Buyse, E., Verschueren, K., Doumen, S., Van Damme, J. & Maes, F. (2008). Classroom problem behavior and teacher-child relationships in kindergarten: The moderating role of classroom climate, Journal of School Psychology, 46, 367–391.
Cabell, S. Q., DeCoster, J., locasale-Crouch, J., Hamre, B. K. & Pianta, R. C. (2013).Variation in the Effectiveness of Instructional Interactions across Preschool Classroom Settings and learning Activities, Early Childhood Research Quarterly, 28: 820–830.
Chrystal, S.J.& Adrian, T. T. (2009). Caring as Classroom Practice, Social Studies and the Young Learner, 22 (1), 8–11.
Cohen, J., McCabe, E. M., Michelli, N. M. & Pickeral, T. (2009). School climate: Research, policy, teacher education and practice, Teachers College Record,111, 180–213.
De Boer, G. C., Minnaert, A. E. & Kamphof, G. (2013). Gifted Education in the Netherlands, Journal for the Education of the Gifted, 36, 133–150.
Doolaard, S. & Harms, G. J. (2013). Omgaan met excellente leerlingen in de dagelijkse onderwijspraktijk [Handling Excellent Pupils in Every Day Classroom], Groningen: GION, rijks universiteit Groningen.
Dorgu, T. E. (2015). Different Teaching Methods: A Panacea for Effective Curriculum Implementation in the Classroom. International Journal of Secondary Education, 3(6-1), 77-87.
Downer, J. T., Sabol, T. J. & Hamre, B. K. (2010). Teacher-child interactions in the classroom: Toward a theory of within- and cross-domain links to children’s developmental outcomes, Early Education and Development, 21(5), 699–732.
Education for all, (2002).Is the world on track? EFA Global Monitoring Report. Paris, UNESCO.
Edwards, C. P. & Raikes, H. (2002). Extending the dance: Relationship-based approaches to infant/toddler care and education, Young Children, 57, 10–17.
Engel, M., Claessens, A. & Finch, M. A. (2013). Teaching Students What They Already Know? The (Mis) Alignment between Mathematics Instructional Content and Student Knowledge in Kindergarten, Educational Evaluation and Policy Analysis, 35, 157–178.
Evertson, C. M. & Weinstein, C. S. (2006). Handbook of classroom management: research, practice, and contemporary issues, Mahwah, NJ: Lawrence Erlbaum Associates.
Gouriotou, Ε. (2008). Aggressive behavior management in early childhood education, In New Educational resources - Assessment and Management of Education. (Eds. Georgogiannis, P.),Patras, 356-365.
Gowrishankar, K., Mritha, R. & Elanchezian, C. (2014). Assessment of learning domains to improve student’s learning in higher education, Journal of Young Pharmacists, 6(4), 27-33.
Hamre, B. K. & Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? Child Development, 76(5), 949–967.
Hough, D. L. (2011). Characteristics of effective professional development: An examination of the developmental designs character education classroom management approach in middle grades schools, Middle Grades Research Journal, 6(3), 129-143.
Jones, V. F. & Jones, L. S. (2001). Comprehensive classroom management: Creating communities of support and solving problems (6th ed.), Boston: Allyn & Bacon.
Lang, R.H. & Hebert, J. (1995). Teaching Strategies and Methods for Students Centered Instruction, America: H.M. Whinney.
Li, Y. & Oliveira, H. (2015).Research on Classroom Practice, In: Cho S. (eds) The Proceedings of the 12th International Congress on Mathematical Education. Springer, Cham.
Matsagouras, E. (2001). The school classroom, Grigoris (in Greek), Athens.
Mooij, T., Dijkstra, E. M., Walraven, A. & Kirschner, P. A. (2014). Towards Optimal Education including Self-regulated learning in Technology-Enhanced Preschools and Primary Schools, European Educational Research Journal, 13, 529–552.
Mulder, L., Roeleveld, J. & Vierke, H. (2007). Onderbenutting van capaciteiten in basis- en voortgezet onderwijs [Underutilization of Abilities in Elementary and Secondary Education], Den Haag: Onderwijsraad.
Myunghee, K., Heeok, H., Il-Hyun, J., Jongho, S.& Jeonghee, S. (2010). Developing an educational performance indicator for new millennium learners, Journal of Research on Technology in Education, 43(2), 157-170.
Myunghee, K., Heeok, H., Il-Hyun, J., Jongho, S., & Jeonghee, S. (2010). Developing an educational performance indicator for new millennium learners, Journal of Research on Technology in Education, 43(2), 157-170.
O’Connor, E. E., Dearing, E. & Collins, B. A. (2011). Teacher-child relationship and behavior problem trajectories in elementary school,American Educational Research Journal, 48(1), 120–162.
Oberon, E. (2013). Opbrengstgericht werken bij kleuters [Achievement oriented education for young pupils], Utrecht: Author.
Powell, D., Fixsen, D. & Dunlap, G. (2003). Pathways to service utilizations: A synthesis of evidence relevant to young children with challenging behaviour. Tampa, FL: University of South Florida, Center for Evidence-Based Practice: Young Children with Challenging Behavior.
Rimm-Kaufman, S. E., Curby, T. W., Grimm, K. J., Nathanson, L. & Brock, L. L. (2009). The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom, Developmental Psychology, 45(4), 958–972.
Roy, A., Guay, F. & Valois, P. (2013). Teaching to Address Diverse learning Needs: Development and Validation of a Differentiated Instruction Scale, International Journal of Inclusive Education, 17, 1186–1204.
Smith, B. & Fox, L. (2003). Systems of service delivery: A synthesis of evidence relevant to young children at risk of or who have challenging behavior. Tampa, FL: Center for Evidence-Based Practice: Young Children with Challenging Behavior, University of South Florida.
Sowell, E. J. (2005). Curriculum: An integrative introduction, Prentice-Hall, New Jersey.
United State Department of Education, (2017). A Guide for Preschool Teachers and Child Care and Family Providers, Retrieved from https://www2.ed.gov/teachers/how/early/teachingouryoungest/page_pg4.html.
Vacca, J. & Bagdi, A. (2005). Relationships for life: supporting the emotional health of infants and toddlers, Dimensions of early childhood, 33 (1), 1-7.
Wilson, L. O. (2016). The Second Principle. Retrieved July 9, 2016, from http://thesecondprinciple.com/instructionaldesign/threedomainsoflearning.
Published
2021-08-14
Section
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