THE RELATIONSHIP BETWEEN SCHOOL CLIMATE AND CAREGIVER'S ATTITUDE TOWARDS EARLY CHILD CARE DEVELOPMENT AND EDUCATION


THE RELATIONSHIP BETWEEN SCHOOL CLIMATE AND CAREGIVER'S ATTITUDE TOWARDS EARLY CHILD CARE DEVELOPMENT AND EDUCATION  

ABSTRACT

The study attempted to investigate early childhood caregivers’ attitudes in the early childhood education in selected nursery schools in Mainland Local Government Area of Lagos State. In this study, some relevant and related literatures were reviewed under sub-headings. The descriptive research survey design was applied in the assessment of the opinions of the respondents with the aid of the questionnaire and the sampling technique. A total of 200 (Two hundred) respondents were used in this study. A total of three null hypotheses were formulated and tested in this study with the use of the Pearson Product Moment Correlation Coefficient statistical tool. All the hypotheses were tested at 0.05 level of significance. At the end of the tests, the following results emerged: there is a significant relationship between school climate and caregivers’ attitudes towards early child care development, there is a significant relationship between schools’ physical environment and caregivers’ attitudes towards early child care development, and there is a significant relationship between schools’ social environment and caregivers’ attitudes towards early child care development. It was therefore recommended that the school environment should be made conducive for teaching and learning by providing a well-motivated workforce with necessary equipment and facilities put in place.

TABLE OF CONTENTS

Title Page

Certification 

Dedication 

Acknowledgements 

Abstract 

Table of Contents 

CHAPTER ONE

1.1 Background to the Study

1.2 Statement of Problem 

1.3 Purpose of Study 

1.4 Research Questions

1.5 Research Hypotheses

1.6 Significance of Study 

1.7 Scope of Study 

1.8 Operational Definitions of Terms

chapter two: Literature review

2.1 Introduction

2.2 Theoretical Framework 

2.3 Concept of Early Childhood Care and Education (ECCE)

2.4 Early Child Care Development

2.5 Concept, Nature and Attitudes of Caregivers

2.6 Concept, Nature and Functions of School Climate 

2.7 Summary of the Review

CHAPTER THREE: RESEARCH METHODOLOGY

1.1 Introduction 

1.2 Research Design 

1.3 Population 

1.4 Sample and Sampling Technique 

1.5 Instrumentation 

1.6 Administration of Instrument 

1.7 Scoring of Instrument 

1.8 Procedure for Data Analysis 

CHAPTER FOUR: DATA ANALYSES AND INTERPRETATION 

OF RESULTS

1.1 Introduction 

1.2 Descriptive Analyses of Bio-Data of Respondents by Age, Sex, Qualification, Religion and Marital Status 

1.3 Descriptive Analyses of Data Collected from the Respondents 

1.4 Testing of Hypotheses

4.5 Summary of Findings 

CHAPTER FIVE: DICUSSION OF FINDINGS, SUMMARY, 

CONCLUSION AND RECOMMENDATIONS

5.1 Introduction 

5.2 Discussion of Findings 

5.3 Summary of the Study 

5.4 Conclusion 

5.5 Recommendations 

References

Appendix 

CHAPTER ONE

1.1 Background to the Study

The role of the early childhood caregivers is central to the attainment of the goals of the early childhood education. Children’sdevelopment and learning are fostered throughtheir interactions with caring human beings insecure, nurturing, and stimulating environments. The process of providing stimulating learning environments is, in most cases, a whole gamut of efforts and activities carried out under the care and the guidance of caregivers with dedicated knowledge, experience and expertise. According to Engle and Lhotska (1999) a caregiver is the person who looks after infants and young children, it embodies past and future perspective and deep emotional involvement in the rearing and socialization of a young child to provide the food, healthcare, stimulation and emotional support necessary for children’s healthy survival, growth and development. 

Caregiving quality is measured not only the practices themselves, but also the way they are performed – in terms of affection and responsiveness to the child – are critical to a child’s survival, growth and development (Engle & Lhotska, 1999). Hence, Sonawat and Furia (2006) opined that a good early childhood teacher is one who has inner security, self-awareness, integrity, theoretical ground and general knowledge with emphasis on environmental science, community and young children’s books, warmth and respect for the child. 

However, care-giving is a professional involvement process that emphasizes the right attitudes on the part of the practitioners. Commenting on attitudes of preschool teachers in raising young children, Curtis (2003) identifies positive attitude towards and respect for children as individuals irrespective of their race, sex or religion as well as good interpersonal relations among colleagues as quality indicators for pre-school staff. The word “attitude” means the individual's prevailing tendency to respond favourably or unfavourably to an object, person or group of people, institutions or events (Morris & Maisto, 2005). Attitudes can be positive (values) or negative (prejudices). According to Kreitner and Kinicki (2007), there are three components of attitudes: affective, cognitive and behavioural. The affective component is a feeling or an emotion one has about an object or situation. The cognitive component is the beliefs or ideas one has about an object or situation, whereas the behavioural component of attitude reflects how one intends to act or behave towards someone or something (Kreitner & Kinicki, 2007). In most situations, the three components appear concomitantly to shape caregivers' classroom postures, through direct and indirect interaction between society, school and caregivers (Leite, 1994).  

Attitudes towards work mean perceptions that affect how employees perform in their positions. In the mid-1970s, Brophy and Good (1974) reported that many educational researchers have supported the idea that caregivers’ attitudes and expectations can be self-fulfilling prophecies. Brophy and Good (1974) also proposed that once caregivers develop a particular attitude or belief, they may begin to treat students differently in ways that help bring about the outcomes that they expect. 

In order to understand caregivers’ attitudes and understand how attitude reflects caregivers' behaviour, we may have to examine the context within which they work. In other words, there is the need to explore the relationship between the school climate and caregivers’ attitudes. The term ‘school climate’describes the environment that affects thebehaviour of teachers and students. Indeed, anyone who spends time in schools will quickly discover how one school can feel different from other schools. School climate is a general term that refers to the feel, atmosphere, tone, ideology, or milieu of a school. Just as individuals have personalities, so too do schools; a school climate may be thought of as the personality of a school. 

School climate characterizes the organization at the school building and classroom level. It refers to the “feel” of a school and can vary from school to school within the same district. While an individual school can develop a climate independently of the larger organization, changes in school culture at the district level can positively or adversely affect school climate at the building level. School climatereflects the physical and psychological aspects of the school that are more susceptible to change and that provide the preconditions necessary for teaching and learning to take place. School climate, is evident in the feelings and attitudes about a school expressed by students, teachers, staff and parents—the way students and staff “feel” aboutbeing at school each day.

Several aspects of a school’s physical and social environment comprise its climate. These include: appearance and physical plant; student interactions; leadership/decision making; disciplined environment; and learning environment. The comprehensive BRIEF defines school climate interms of four aspects of the school environment:

⦁ A physical environmentthat is welcoming and conducive to learning

⦁ A social environment that promotes communication and interaction

⦁ An affective environmentthat promotes a sense of belonging and self-esteem

⦁ An academic environment that promotes learning and self-fulfillment

1.2 Statement of Problem

Although it is widely recognized that the early childhood caregivers play quite significant roles in fostering the holistic development of children, yet in the performance of these roles some of the caregivers are found to be displaying attitudes which seem to be consistently falling short of the expectation of the school authorities, parents, policy-makers and educational stakeholders. While many have looked in several directions for an explanation of this unwholesome development, not many studies have explored the possible relationship between the school climate and the caregivers’ attitude towards early child care development and education (ECCDE).  Whatever solutions that are proffered to the declining standards at this foundational level of education can only be possible where there is a positive school climate - large classrooms, adequate seats and adequate number of ethics conscious teachers in a school. 

However, observation would reveal that the picture in many schools and colleges present climates that are far from the ideal. Overcrowding, dilapidated structure, substandard facilities, work overload, administrative high-handedness, poor interaction culture, poor remuneration, etc. have become regular features in many ECCDE institutions today. This may exert significant influence on the attitude displayed towards work by the ECCDE caregivers and may directly or indirectly affect the quality of care and education the children receive under these caregivers.    

This study therefore is being undertaken to fill the gap in our knowledge on the possible relationship that may exist between school climate and caregivers’ attitude towards early child care development and education in Local Government Areas of Lagos State.

1.3 Purpose of Study 

The aim of this study is to investigate the relationship between school climate and caregivers’ attitude towards early child care development and education. The purpose of this study therefore is to: 

1. Determine if there is any relationship between school climate and caregivers’ attitude towards early child care development; 

2. Establish if there is any relationship between the schools’ physical environment and the caregivers’ attitudes towards early child care development and education;

3. Determine if there is any relationship between the schools’ social environment and the caregivers’ attitudes towards early child care development and education;   

1.4 Research Questions

The following research questions are raised:

1. Is there any relationship between school climate and caregivers’ attitude towards early child care development? 

2. Is there any relationship between the schools’ physical environment and the caregivers’ attitudes towards early child care development and education?

3. Is there any significant relationship between the schools’ social environment and the caregivers’ attitudes towards early child care development and education?   

1.5 Research Hypotheses

The following research hypotheses will be tested in this study:

2. There is no significant relationship between school climate and caregivers’ attitude towards early child care development. 

3. There is no significant relationship between the schools’ physical environment and the caregivers’ attitudes towards early child care development and education

4. There is no significant relationship between the schools’ social environment and the caregivers’ attitudes towards early child care development and education. 

1.6 Significance of Study 

The popularity of nursery schools across the nation has brought the issue of school climate to the fore. When children are placed in a climate where the relationship between school climate and caregivers’ attitude towards early child care development and education is positive they grow up to be assets to their parents, community and the nation as a whole. 

This study therefore becomes important in as much as it would provide an insight relationship that exists between school climate and caregivers’ attitude towards early child care development and education. The findings of this study would be useful for decision-making process on matters affecting early childhood development programmes.It will also assess the roles the various stakeholders, school owners, teachers, schools, inspectors, parents etc. in ensuring conformity to the prescribed standards of curriculum implementation. 

1.7 Scope of Study 

This study seeks to investigate the relationship between school climate and caregivers’ attitude towards early child care development and education in Mainland Local Government Area of Lagos State. 

The variable scope for this study will include the physical environment, social environment, teachers’ attitudes etc.

1.8 Operational Definitions of Terms

1. Attitude: This describes outward and visible postures and human beliefs. Attitudes determine what each individual will see, hear, think and do.

2. School Climate: The term ‘school climate’describes the environment that affects thebehaviour of teachers and students. Itrefers to the feel, atmosphere, tone, ideology, or milieu of a school. Just as individuals have personalities, so too do schools; a school climate may be thought of as the personality of a school. It also characterizes the organization at the school building and classroom level. 

chapter two 

Literature review

2.1 Introduction

This chapter reviews some of the past and recent studies on the influence of the environment on early childhood education.

The review highlights a range of relevant issues under the following sub-themes.

⦁ Theoretical Framework 

⦁ Concept of Early Childhood Care and Education (ECCE)

⦁ Early Child Care Development

⦁ Concept, Nature and Attitudes of Caregivers

⦁ Concept, Nature and Functions of School Climate 

⦁ Summary of the Review

.

THE RELATIONSHIP BETWEEN SCHOOL CLIMATE AND CAREGIVER'S ATTITUDE TOWARDS EARLY CHILD CARE DEVELOPMENT AND EDUCATION



TYPE IN YOUR TOPIC AND CLICK SEARCH.






RESEARCHWAP.ORG

Researchwap.org is an online repository for free project topics and research materials, articles and custom writing of research works. We’re an online resource centre that provides a vast database for students to access numerous research project topics and materials. Researchwap.org guides and assist Postgraduate, Undergraduate and Final Year Students with well researched and quality project topics, topic ideas, research guides and project materials. We’re reliable and trustworthy, and we really understand what is called “time factor”, that is why we’ve simplified the process so that students can get their research projects ready on time. Our platform provides more educational services, such as hiring a writer, research analysis, and software for computer science research and we also seriously adhere to a timely delivery.

TESTIMONIES FROM OUR CLIENTS


Please feel free to carefully review some written and captured responses from our satisfied clients.

  • "Exceptionally outstanding. Highly recommend for all who wish to have effective and excellent project defence. Easily Accessable, Affordable, Effective and effective."

    Debby Henry George, Massachusetts Institute of Technology (MIT), Cambridge, USA.
  • "I saw this website on facebook page and I did not even bother since I was in a hurry to complete my project. But I am totally amazed that when I visited the website and saw the topic I was looking for and I decided to give a try and now I have received it within an hour after ordering the material. Am grateful guys!"

    Hilary Yusuf, United States International University Africa, Nairobi, Kenya.
  • "Researchwap.org is a website I recommend to all student and researchers within and outside the country. The web owners are doing great job and I appreciate them for that. Once again, thank you very much "researchwap.org" and God bless you and your business! ."

    Debby Henry George, Massachusetts Institute of Technology (MIT), Cambridge, USA.
  • "Great User Experience, Nice flows and Superb functionalities.The app is indeed a great tech innovation for greasing the wheels of final year, research and other pedagogical related project works. A trial would definitely convince you."

    Lamilare Valentine, Kwame Nkrumah University, Kumasi, Ghana.
  • "I love what you guys are doing, your material guided me well through my research. Thank you for helping me achieve academic success."

    Sampson, University of Nigeria, Nsukka.
  • "researchwap.com is God-sent! I got good grades in my seminar and project with the help of your service, thank you soooooo much."

    Cynthia, Akwa Ibom State University .
  • "Sorry, it was in my spam folder all along, I should have looked it up properly first. Please keep up the good work, your team is quite commited. Am grateful...I will certainly refer my friends too."

    Elizabeth, Obafemi Awolowo University
  • "Am happy the defense went well, thanks to your articles. I may not be able to express how grateful I am for all your assistance, but on my honour, I owe you guys a good number of referrals. Thank you once again."

    Ali Olanrewaju, Lagos State University.
  • "My Dear Researchwap, initially I never believed one can actually do honest business transactions with Nigerians online until i stumbled into your website. You have broken a new legacy of record as far as am concerned. Keep up the good work!"

    Willie Ekereobong, University of Port Harcourt.
  • "WOW, SO IT'S TRUE??!! I can't believe I got this quality work for just 3k...I thought it was scam ooo. I wouldn't mind if it goes for over 5k, its worth it. Thank you!"

    Theressa, Igbinedion University.
  • "I did not see my project topic on your website so I decided to call your customer care number, the attention I got was epic! I got help from the beginning to the end of my project in just 3 days, they even taught me how to defend my project and I got a 'B' at the end. Thank you so much researchwap.com, infact, I owe my graduating well today to you guys...."

    Joseph, Abia state Polytechnic.
  • "My friend told me about ResearchWap website, I doubted her until I saw her receive her full project in less than 15 miniutes, I tried mine too and got it same, right now, am telling everyone in my school about researchwap.com, no one has to suffer any more writing their project. Thank you for making life easy for me and my fellow students... Keep up the good work"

    Christiana, Landmark University .
  • "I wish I knew you guys when I wrote my first degree project, it took so much time and effort then. Now, with just a click of a button, I got my complete project in less than 15 minutes. You guys are too amazing!."

    Musa, Federal University of Technology Minna
  • "I was scared at first when I saw your website but I decided to risk my last 3k and surprisingly I got my complete project in my email box instantly. This is so nice!!!."

    Ali Obafemi, Ibrahim Badamasi Babangida University, Niger State.
  • To contribute to our success story, send us a feedback or please kindly call 2348037664978.
    Then your comment and contact will be published here also with your consent.

    Thank you for choosing researchwap.com.