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Book

Early Childhood Education in Nigeria: Proceedings of the International Seminar on Early Childhood Education, Zaria, 4-8 July, 1983

Africa, Nigeria, Sub-Saharan Africa, West Africa

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Abstract/Notes: Proceedings of the Internationa Seminar on Early Childhood Education, held in Zaria [Nigeria], 4-8 July, 1983. "Organised by the Institute of Education, Ahmadu Bello University in Collaboration with the London Montessori Institute"--Title page verso. Early childhood education at the crossroads in Nigeria / Emmanuel U. Emovon (17 p.). -- Montessori philosophy in early childhood education / Sandra Nash Petrek (22 p.). -- Cultural roots of the child's moral and intellectual growth in Africa / Etim N. E. Udoh (40 p.). -- Implications of Piagetan theory to elementary education in Nigeria / O. M. Onibokun (24 p.). -- Headstart : assumptions and curriculum models--what relevance for Nigeria? / Eileen B. Wilson (20 p.). -- Classroom pedagogy: a case for the development of critical thinking / Rodney Burton (32 p.). -- Childhood education in Nigeria: A study of Ilorin schools / S. O. Medahunsi (32 p.). -- Day in a pre-school: A Nigerian experience / Kathleen Kano (20 p.). Early childhood education in two cultures: The U.S.A. and the Jamaican experience / Anne Lou Blevins (45 p.). -- Traditional factors in African education / D. O. Adewoye (27 p.). -- Moral development in the child through Christian education / J Idowu-Fearon (18 p.). -- Educating the teachers of children / Grace Alele Williams (19 p.). -- Child, the teacher and the classroom with relation to nursery education / Fola A. Fagbohun (16 p.). -- Child's socialization in Islam / Zainab Said Kabir (31 p.). -- Environment and the education of the child / J. M. Ibiwoye (24 p.). -- Environment and the education of the child / A. B. Ayanniyi (15 p.). -- Bilingualism in early childhood education in Nigeria: Problems and possibilities / Theresa T. Imasuen (15 p.). -- Comparative study of the role expectations of children's needs in the Carribean and Nigeria / S. U. Compton-Adegbite (15 p.). -- Teacher and the child with special educational needs / Karen Odock (13 p.). -- Special education for pre-primary children: Intervention and remediation / C. A. Sam (26 p.). -- Theory and practice of educating maladjusted children in Nigeria / J. A. Shindi (18 p.). -- Children with special educational needs: The case of bilingual children / R. A. Chijioke (30 p.).

Language: English

Published: Zaria, Nigeria: Institute of Education, Ahmadu Bello University, 1983

Article

Colour Preference Among Children in a Nigerian Montessori School

Available from: Mediterranean Center of Social and Educational Research (MCSER)

Publication: Mediterranean Journal of Social Sciences, vol. 5, no. 1

Pages: 325-332

Africa, Nigeria, Sub-Saharan Africa, West Africa

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Abstract/Notes: Colour preference among children has been explored in a variety of populations and cultures. However, there is scanty research on the psychology of colour and, in particular, colour preference among children in Nigeria. Sixty (60) children (30 males and 30 females) randomly drawn from a population of students of a Montessori School in Ibadan, Nigeria participated in the study. A One-Way Analysis of Variance (ANOVA) for Repeated Measures Design was used to test five hypotheses stated in the study. Results identified the order of colour preference by the children as red, yellow, tint, white, green, blue, brown and black. Red and yellow were significantly preferred to black. There was significant difference in order of colour among female children, children of age group 9-12 years and children of age group 3-8 years. In conclusion, red and yellow prove to be more stimulating and attractive than any other colour. These findings will be helpful to teaching agencies, and advertising companies and entrepreneurs that major in the production of children materials to know the right colour to use on their products. DOI: 10.5901/mjss.2014.v5n1p325

Language: English

DOI: 10.5901/mjss.2014.v5n1p325

ISSN: 2039-2117

Article

The Contribution of “a Sister of Notre Dame” and the “Nun of Calabar” to Montessori Education in Scotland, Nigeria and Beyond / Il contributo di “Una Suora di Notre Dame” e della “Suora di Calabar” all’educazione montessoriana in Scozia, Nigeria e oltre

Available from: Rivista di Storia dell’Educazione

Publication: Rivista di Storia dell’Educazione, vol. 8, no. 2

Pages: 123-132

Africa, Catholics, Europe, Great Britain, Montessori method of education, Montessori movement, Nigeria, Northern Europe, Scotland, Sub-Saharan Africa, United Kingdom, West Africa

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Abstract/Notes: Although the English Montessori Movement was declining, two educators, trained in the Method in England in the 1920s, contributed significantly to the continuity of Montessori education. “A Sister of Notre Dame”, was the anonymous author of A Scottish Montessori School, published in1932. The “Nun of Calabar”, established Montessori schools between 1926 and 1934 in Nigeria. Their work is placed within the political, social, and cultural context of the time.

Language: English

DOI: 10.36253/rse-10344

ISSN: 2532-2818

Article

School Environment and Methods of Teaching as Correlates of Language Skills Achievement of Pre–Primary School Pupils in Edo State Nigeria

Available from: Asian Institute of Research

Publication: Education Quarterly Reviews, vol. 4, no. 3

Pages: 243-251

Africa, Comparative education, Montessori method of education, Nigeria, Sub-Saharan Africa, West Africa

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Abstract/Notes: The study investigated the effects of school environment and methods of teaching on language skills achievement of pre – primary school pupils in Edo State. It also investigated the interaction effects of Montessori and played methods and urban and rural environments on pupils' achievement in listening, speaking, reading and writing skills. Three urban and three rural areas which were selected from two Local Government Areas (LGAs) were used for the study. Six pre - primary schools were purposively selected for the study. A total of 228 kindergartens 2 pupils intact classes were used for the study which lasted for eight weeks. The study was a pretest, posttest, quasi- experimental control group design with independent variables as methods and school location while achievement in Language Skills Achievement Test (LSAT) was the dependent variable. Descriptive statistics and Analysis of Covariance (ANCOVA) were used to analyze the data obtained while the Multiple Classification Analysis (MCA) was used as post-hoc test for further significance. Three research questions were answered with three hypotheses, tested at 0.05 level of significance. Results showed that the Montessori Method of teaching pre –primary pupils was more effective than the play method. Similarly, urban school pupils achieved higher than their rural counterparts. There was also a significant interaction effect of methods and school location on pupils' academic achievement in Language skills. It was therefore recommended that the Nigerian Government should adopt the Montessori Method as a dominant method of teaching pre – primary school pupils and that pre – primary school owners should provide materials adequately for teaching and learning.

Language: English

DOI: 10.31014/aior.1993.04.03.335

ISSN: 2621-5799, 2657-215X

Article

Towards Adapting the Nigerian Video Film into a Teaching Tool in Primary and Secondary Schools

Available from: African Journals Online

Publication: Creative Artist: A Journal of Theatre and Media Studies, vol. 3, no. 1

Pages: 33-44

Africa, Nigeria, Sub-Saharan Africa, West Africa, ⛔ No DOI found

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Abstract/Notes: Researchers widely acclaim that the film (video film) has very far reaching effects on young persons, as it amongst other factors, even promotes violence and dictates youth fashions and fads .The Nigerian Education Policy is yet to fully integrate the arts - media arts, dramatic arts, and music into the school curriculum; except at the university level where these are specific courses of study. This paper advocates that this being the case, the time is ripe to repackage the video film as suitable educational material, for integration into the school curriculum, as appropriate teaching aids that enhance understanding of subject matter. Sadly, for now, this inestimable resource is relegated to the hidden curriculum. There is no doubt that the teaching of English Language or French, Geography and the sciences, would be quite enhanced with electronic teaching aids, a formidable and potent medium that school children are already in tune with. This being the case, It is pertinent to start by taking a cursory look at education and the current methodology of formal knowledge acquisition in schools. This will help in the delineation of what modes and processes have been employed, and what is necessary to be adopted. Education is not merely acquired for the sake of it as Peters observes, rather it is “the transmission of, or initiation into things which are intrinsically worthwhile and desirable”...

Language: English

ISSN: 2006-6910

Article

Nigeria's First [LMC workshop]

Publication: LM Courier

Pages: 6

Africa, Nigeria, Sub-Saharan Africa, West Africa

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Language: English

Article

Character Teaching: Progress in Nigeria and India

Available from: Internet Archive

Publication: Montessori Observer, vol. 29, no. 2

Pages: 1, 3

Africa, Asia, India, Nigeria, South Asia, Sub-Saharan Africa, West Africa

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Language: English

ISSN: 0889-5643

Article

Character Teaching in Nigeria

Available from: Internet Archive

Publication: Montessori Observer, vol. 29, no. 1

Pages: 1

Africa, Nigeria, Sub-Saharan Africa, West Africa

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Language: English

ISSN: 0889-5643

Article

Montessori Education in Nigeria: Prospects and Challenges

Publication: Montessori Leadership

Pages: 13, 24, 26, 29,

Africa, Nigeria, Sub-Saharan Africa, West Africa, ⛔ No DOI found

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Language: English

Article

Nurseries to Replace Lost Traditions [Nigeria]

Publication: Montessori Education, vol. 8, no. 2

Pages: 32–34

Africa, Nigeria, Sub-Saharan Africa, West Africa, ⛔ No DOI found

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Language: English

ISSN: 1354-1498

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