Educationist, Psychologist and Social Events Writer

In spite the growing significance of Early Childhood Education (ECE) in the World, number of challenges had been affecting its full implementation. I read a very important article about this problem from Writers Bureau Centre (WBC) about this matter written in 2008, I will point out some areas from the article and add with what I have in my mind.  Some of these challenges include:- 1. Socio-Economic Status: In developing countries like Nigeria, the people socio-economic is inferior, people can’t have enough money to buy food, shelter and clothes talkless of taking children to schools, especially the early childhood education. Malnutrition and lack of health facilities are most examples problems associated with this problem. These challenges can damage the cognitive processing ability of children. Children whose processing capability is impacted by malnutrition and ill-health might require hours of instructions to learn various skills. As such, implementation of early childhood educatio

 COGNITIVE DEVELOPMENT THEORIES OF EARLY CHILDHOOD DEVELOPMENT We will discuss three cognitive theories here which include: Piaget cognitive theory, Bruner Learning theory on cognitive development and Vygotsky socio-cultural theory on cognitive development.  PIAGET' COGNITIVE DEVELOPMENT THEORY  His full name is Jean Piaget born in Switzerland in the late 1800, as precocious student, publishing his first scientific paper at the age of 11 years old. He started intellectual exposure of children development when he worked as an Assistant to Alfred Binet and Theodore Simon on the standardization of their famous Intelligence Quotient (IQ).  Much of his interest in this cognitive development theory of children was persuaded by observations of his nephew and his daughter. These observations gave him reinforcement in building hypotheses that children’s minds were not only smaller versions of adult’s minds. Before this theory, children were treated as smaller versions of adults. Piaget'

                       Introduction  There are various methods for teaching and learning science that one cannot easily pinpoint a single best method. However, it's the prevailing circumstances or conditions which usually determined the selection of a method or group of methods.  Some of the methods are: lecture, demonstration, discovery, discussion, project, laboratory, field trip and excursion.  In selecting an appropriate method, the flowing guidelines or criteria may be used: 1. Students or pupils'characteristics: age, previous knowledge, ability, etc.  2. Suitability or relevance of the method to the topic.  3. Familiarity: ie a known or familiar method to the teacher.  4. Time of the lesson.  5. Size of the class: (NB: some methods are not suitable for large classes).  6. Availabile resources: which often determine or guide choice of a method.  Lecture Method (Talk-Chalk Method)  This entails verbal or oral presentation of ideas, facts, concepts, etc, in order to provide

When communications are taking place in the classroom between a teacher and his students, something may go wrong between any components in the communication processes which will act as a barrier to any one of the communications. A communication barrier is defined as "anything which will inhibit or block an accurate communications". Some of the important communication barriers include: 1. In-adequately produced message due to careless message sending: a teacher may be making his explanations very fast, too slowly, too loudly or in a low tone to be understood by his students. To guard against these, teachers should make an effort to improve on their speaking abilities.  2. Problem of sending information: there are times when teachers send too much or too little information in one message. Teachers must therefore plan and organise their lessons so that these types of problems do not happen.  3. The problem of noise: this problem some times occurs because of some kind of interfer

Relating communication to the classroom situation, the teacher is the communicator (sender of the message), knowledge being imparted by the teacher is the message and the receivers are the students.  When the teacher (who is the sender) changes or encodes his thoughts according to his knowledge and skill (experience), into verbal, visual or stimulus symbols (messages), this message will reach the students (who are the receivers). Before the students receive the message, it has to go through a channel and the channel could be the teacher himself or any of the instructional materials he is using during the teaching and learning processes, such as the chalkboards, maps, charts, graphs, transparencies, films, pictures and models, etc. When this message reaches the students, they will make a sense out of the message by interpreting or decoding the message according to their experiences. Ideally, at this point the mental images of the teacher and the students ought to match. However, the com

Communication is interaction in one form or the other, either by visual or auditory symbols. Communication actually involves the interaction of one or more people saying or doing something which will attract reactions in the minds of other people. Symbols such as words or gestures are the things that people use to communicate.  A symbol is valid for communication when those using the symbol know what meanings the symbol represents. Therefore, meanings are normally attached to the symbols.  A symbol is defined as the entire set of reactions that are called up in a person's mind when he uses that symbol. Meanings are defined as the entire set of reactions called up to mind by a symbol.  More than one meaning can be associated with a symbol, likewise more than one symbol can be associated with a meaning. Again, it has to be noted that, meanings are attached in the mind of the person being communicated to, they are not contained in the symbols that are set by the person who is communic

In a lecture delivered by professor Muhammad Abdullahi from BUK in 2010, summarises the followings: Games and simulations are media of instructions designed to provide active participation of students in learning. They are very interactive, avoiding the monotony associated with the normal classroom work and they encourage play which is a natural component of children's learning.  They are described as minute social systems because of this reason they can be regarded as important part of the socialisation of small children.  They provide opportunities for students to analyse problems, make decisions, manage real life situations, control projects and experience the consequences of their actions.  Educational games and simulations are actually designed to help students to learn to achieve specific objectives actively rather than passively.                       Educational Games An educational game is an actively organises with set rules for play. Normally two or more students take pa

One of the special characteristics of science is that it is an agent of social or cultural changes because of its tremendous impact on human society. From the industrial revolution after the renaissance of Europe, to the present, the world has developed a technological culture as a matter of necessity.  Consequently, any country or nation which does not aspire to scientific and technological development will undoubtedly be doomed to absolete. Developments, advances & progress are associated with the products of science and technology and so are all aspects of human existence. They have often led to reinforcing the dynamism of culture, the way of life of a people, their norms, customs, beliefs and conducts.  As for religion, the relationship with science is one of conflicts and disputes, in history especially with the church since Christianity was the main religion among the first industrialised nations. The dispute between Galileo Galilei (1564-1942) and the Roman Catholic Church a