Masters Degree in Early Childhood Education

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    Music as a medium of instruction and children’s performance in learning areas’ in early childhood education in Mukono municipality, Uganda.
    (Kampala International University, College of education, open distance and e-learning., 2023-10) Kugonza, Sarah
    The study investigated the effect of music as a medium of instruction on children‟s performance in learning areas in pre-primary schools in Mukono Municipality. The study objectives were: to find out the level of use of music as medium of instruction in ECE in Mukono municipality, to assess the children‟s performance in learning areas numbers, reading and writing in Mukono Municipality; and to establish the relationship between music as medium of instruction and children‟s performance in ECE learning areas in Mukono Municipality, Uganda. The study used descriptive correlation research designs with both qualitative and quantitative approaches. Data was collected from 159 respondents using a self-administered questionnaire. The study found out that the level of use of music as medium of instruction in ECE in Mukono municipality was high with a mean of 3.06 and standard deviation of 1.01., there was a high level of children‟s performance in learning areas numbers, reading and writing in Mukono Municipality as shown with a mean of 3.04 and standard deviation of 0.99 also there is a significant relationship between music as medium of instruction and children‟s performance in ECE learning areas in Mukono Municipality. In calculating the scores using Pearson correlation Coefficient with a statistical package SPSS. The study concluded that use of music as medium of instruction influences children‟s performance in ECE learning areas in Mukono Municipality. The influence is positive whereby children performance in numbers, reading and writing are among things children can do as a result of use of music when learning. Therefore the researcher recommends that teachers who teach children in ECE should continue to use music as a medium of instruction and the school administrators should provide materials that can foster use of music as a medium of instruction in pre-primary teachers in order to promote performance of children.
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    Phonics programmes and early literacy development among preschool children:
    (Kampala International University, College of education, open distance and e-learning., 2023-11) Ojur, Joseph
    The study investigated the effect of phonics programmes on early literacy development in preschool children of Kinderkare Pre-Schools, Kampala Central Division, Kampala Central Division. The study was guided by specific objective, (i) to examine the effect of all-board phonics on early child literacy development in preschool children at Kinderkare Pre-Schools, Kampala Central Division, Uganda, (ii) To ascertain the influence of Jolly phonics on early child literacy development in preschool children at Kinderkare Pre-Schools, Kampala Central Division, Uganda, (iii) To analyze the effect of Letter land phonics on early child literacy development in preschool children at Kinderkare Pre-Schools, Kampala Central Division, Uganda, and (iv) To establish the effect of phonic programmes on early child literacy development in preschool children at Kinderkare Pre-Schools, Kampala Central Division, Uganda. This study followed a descriptive survey design. The target population was 150 of the administrative staff and the lower teaching staffs. From the study results, all-board phonics programs had a significant effect on early child literacy development in preschool children with a coefficient of 0.655(**) at a significance level of 0.000. Further, Jolly phonics had a great effect on early child literacy development which was positive with probability value (p = 0.000), and Letter land phonics had a relatively strong positive effect on early child literacy development with a correlation coefficient of 0.575(**) at a significance level of 0.000. The study concluded that if the school management properly applied all-board phonics programs, then early child literacy development in preschool children will improve. It is further concluded that if there is effective use of Jolly phonics programs, early child literacy development in preschool children will improve definitely children at Kinderkare Pre-Schools, Kampala Central Division, Uganda. It was further concluded that early child literacy development in preschool children was enhanced with the effective uptake and usage of Letter land phonics. The study however recommends that there is need to have strong activities that engage your students. Here are six different activities that build on different ways kids can learn. Further, the study recommends that when planning your lessons, be sure to add a group component. Partner work and sharing motivate students to participate and learn together.
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    The Use of Assessment and Effectiveness of Early Childhood Education In Ringim Local Government Area, Jigawa State, Nigeria
    (Kampala International University, 2022-10) Ringim, Iliyasu Ibrahim
    The study established the relationship between the use of assessment and effectiveness of early child hood education in Ringim Local Government Area. The following specific objectives guided this study and these were i) to find out the use of assessment in early child hood education in Ringim Local Government Area; ii) to examine the level of effectiveness of early child hood education in Ringim Local Government Area and (iii) to establish the relationship between the use of assessment and level of effectiveness of early child hood education in Ringim Local Government Area. The study adopted descriptive correlation design to find out the relationship between the use of assessment and effectiveness of early childhood education. .Questionnaires and interview were used to gather data from 100 respondents which include school administrators, teachers and parents from preschools. Frequency, percentage and means were used to analyze the data. Pearson Linear Correlation Coefficient was used to establish the relationship between the use of assessment and effectiveness of early childhood education at 0.05 level of significance. The study found out the use of assessment in early childhood education has a mean of 2.88 which means satisfactory. The level of effectiveness in early childhood education has a mean of 2.59 which means high. There is a relationship between the use of assessment and effectiveness of early childhood education has a sig. value of 0.004 which is lower than 0.05 level of significance. Based on the findings the following conclusions were made; there is still a need to improve the use of assessment and use varied assessment methods, the level of effectiveness of early childhood education was high, the children have develop cognitive, social-emotional and physical aspects. The use of assessment directly affect the effectiveness of early childhood education. It is recommended that teachers and school administrators must use varied assessments to assess the pupils to improve the effectiveness the early childhood education. And since the results of assessment provide the parents the information about the progress of their children.
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    Play-Based Method and Development of Cognitive Skills in Early Childhood Education in Surulere Local Government Area, Lagos State, Nigeria
    (Kampala International University, 2022-10) Johnson, Marilyn Adebisi
    The study investigated the relationship between play-based method and development of cognitive skills in early childhood education in Surulere Local Government Area, Lagos | State, Nigeria. It was guided by three specific objectives; to assess the level of play-based method, to ascertain the level of development of cognitive skills and to establish the relationship between play-based method and development of cognitive skills. The study was guided by Jean Piaget cognitive development theory and employed descriptive correlation design. It also used qualitative and quantitative approaches. Data was gathered from 320 respondents through questionnaires and interview guide. The data was analyzed using frequency, percentage and means. Pearson Linear Correlation Coefficient was used to establish the relationship between play-based method and development of cognitive skills at 0.05 level of significance. The results showed that the level of importance play-based method was good with a mean 3.10. The level of development of cognitive skills was good with a mean of 3.05. There is a relationship between play-based method and development of cognitive skills in early childhood education. Based on the findings the following were the conclusions that there is a need to improve on the use of play-based method in teaching early childhood education. The level of development of cognitive development needs to be improved. Play based method affect the development of cognitive skills in early childhood education. The following were the recommendations, there must be a need of training, workshops and seminars for pre-primary teachers on play-based method as teaching strategy. The pre-primary teachers should provide more teaching resources and hand -on activities for their pupils. And the educational board should enforce the use of play-based method in pre-primary school curriculum.
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    School Environment and Children’s Learning in Pre-Primary Schools in Nansana Municipality, Uganda
    (Kampala International University, 2022-10) Racheal, Nakimuli
    The study investigated the relationship between school environment and children’s learning in preprimary schools in Nansana municipality. The study objectives were: to find out the level of adequacy of school environment for children’s learning in preprimary schools; to assess the level of children’s learning in preprimary schools; and to establish the relationship between school environment and children’s learning in preprimary schools. The study used descriptive and correlation research designs with both qualitative and quantitative approaches. Data was collected from 118 pre-primary teachers among 20 schools using a self-administered questionnaire. The school environment is an important aspect of supporting children's learning interactions, which are central to their learning. The findings on level of adequacy of school environment in preprimary schools of Nansana Municipality, was adequate with a grand mean of 2.72 and standard deviation of 0.84. The level of children’s learning in preprimary schools of Nansana Municipality. The findings generated a grand mean of 2.76 and standard deviation of 0.82 which implies that there was a satisfactory level of children learning. School environment had a significant relationship with children’s learning as shown, with r. = .581 and p.= 0.000. This means that school environment that is staff, space and physical facilities help and boost children learning. Since the significant level of 0.000 was less than 0.05 then the null hypothesis was rejected which states that there is no significant relationship between school environment and children’s learning in pre-primary schools of Nansana Municipality District and the alternative hypothesis is accepted which states that there is a significant relationship between school environment and children’s learning in pre-primary schools of Nansana Municipality. The availability of staff, space and physical facilities positively promotes children learning in terms of numeracy, reading, play and writing. With school environments such as school facilities, space and teachers playing such an important role in a child's development, learning and association of learners while in school. Thus, pre-primary schools should take every precaution to ensure that the learning environment is one that helps children to succeed or obtain. It is recommended that school administrators should ensure that they provide the right school environment that can foster children learning in pre-primary schools in Nansana. Also, they should put more efforts towards children learning to foster their learning in pre-primary since it is the core for their future. There is need for enough teachers to help and cater for all learners. A number of pre-primary schools have many children who need more teachers to be helped individually.