Caregiver Variables on Preschoolers’ Classroom Participation in Public Early Childhood Centres of Rivers East Senatorial District of Rivers State

Ejekwu  Princewill Okechukwu; Oriaku  Juliet

doi:10.31149/ijie.v8i1.5374

Authors

Ejekwu Princewill Okechukwu
[email protected]
Department of Early Childhood/Primary Education, Ignatius Ajuru University of Education, Port Harcourt, Rivers State, Nigeria
Oriaku Juliet Department of Early Childhood/Primary Education, Ignatius Ajuru University of Education, Port Harcourt, Rivers State, Nigeria

Vol. 8 No. 1 (2025): International Journal on Integrated Education (IJIE)

Articles

March 31, 2025

Downloads

PDF

Abstract
How to Cite
Metrics
References
License

The study looked into how carer characteristics affected preschoolers' involvement in class at public early development facilities in Rivers State's East Senatorial District. The research design used in the study was a descriptive survey. Six research questions and six hypotheses that were assessed at the.05 alpha levels of significance served as the study's compass. 717 carers made up the study's population. 287 carers made up the study's sample. Both basic random sampling and stratified sampling were used to choose the sample. The researcher's validated "Carers' Variables and Classroom Participation of Preschoolers Questionnaire (CVCPPQ)" served as the data gathering tool. The reliability coefficient of the instrument was 0.68. The study's results, which were obtained using the statistical tool Analysis of Variance (ANOVA), indicate that the qualifications of carers have a significant impact on the classroom participation of preschoolers in public early childhood centres in Rivers East Senatorial District of Rivers State; the teaching experience of carers has a significant impact on the classroom participation of preschoolers in public early childhood centres in Rivers East Senatorial District of Rivers State; and the gender of carers has a significant impact on the classroom participation of preschoolers in public early childhood centres in Rivers State.

[1]

Princewill Okechukwu , E. and Juliet, O. 2025. Caregiver Variables on Preschoolers’ Classroom Participation in Public Early Childhood Centres of Rivers East Senatorial District of Rivers State. International Journal on Integrated Education. 8, 1 (Mar. 2025), 47–56. DOI:https://doi.org/10.31149/ijie.v8i1.5374.

Download Citation

P. M. Ironside, “Using narrative pedagogy: learning and practising interpretive thinking,” J. Adv. Nurs., vol. 55, no. 4, pp. 478–486, Aug. 2006, doi: 10.1111/j.1365-2648.2006.03938.x.

G. R. Maxwell, M. Granlund, and L. Augustine, “Inclusion through participation: understanding participation in the international classification of functioning, disability, and health as a methodological research tool for investigating inclusion,” in Frontiers in Education, Frontiers Media SA, 2018, p. 41. Accessed: Feb. 17, 2025. [Online]. Available: https://www.frontiersin.org/articles/10.3389/feduc.2018.00041/full

C. Imms, M. Granlund, P. H. Wilson, B. Steenbergen, P. L. Rosenbaum, and P. Ironside, “Teaching thinking and reaching the limits of memorization: Enacting new pedagogies,” J. Nurs. Educ., vol. 44, no. 10, pp. 441–449, 2017.

U. Bronfenbrenner and P. A. Morris, “The bioecological model of human development,” Handb. Child Psychol. Theor. Models Hum. Dev., pp. 793–828, 2006.

E. A. Merçon‐Vargas, R. F. F. Lima, E. M. Rosa, and J. Tudge, “Processing Proximal Processes: What Bronfenbrenner Meant, What He Didn’t Mean, and What He Should Have Meant,” J. Fam. Theory Rev., vol. 12, no. 3, pp. 321–334, Sep. 2020, doi: 10.1111/jftr.12373.

A. Langeloo, M. I. Deunk, M. M. Lara, M. Van Rooijen, and J.-W. Strijbos, “Learning Opportunities of Monolingual and Multilingual kindergarteners and their Early Literacy and Executive Functioning Development,” Early Educ. Dev., vol. 31, no. 8, pp. 1224–1246, Nov. 2020, doi: 10.1080/10409289.2019.1697607.

D. L. Roorda, S. Jak, M. Zee, F. J. Oort, and H. M. Koomen, “Affective teacher–student relationships and students’ engagement and achievement: A meta-analytic update and test of the mediating role of engagement,” Sch. Psychol. Rev., vol. 46, no. 3, pp. 239–261, 2017.

J. Pietarinen, T. Soini, and K. Pyhältö, “Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school,” Int. J. Educ. Res., vol. 67, pp. 40–51, 2014.

J. Finnman, H. Danielsson, M. Sjöman, M. Granlund, and L. Almqvist, “Early second language learners, staff responsiveness and child engagement in the Swedish preschool context in relation to child behaviour characteristics and staffing,” Front. Educ., vol. 6, p. 627581, 2021.

S. Tatar, “Why Keep Silent? The Classroom Participation Experiences of Non-native-English-speaking Students,” Lang. Intercult. Commun., vol. 5, no. 3–4, pp. 284–293, Aug. 2005, doi: 10.1080/14708470508668902.

E. J. Dallimore, J. H. Hertenstein, and M. B. Platt, “Classroom participation and discussion effectiveness: Student-generated strategies,” Commun. Educ., vol. 53, pp. 103–115, 2004.

M. Armstrong and D. Boud, “Assessing participation in discussion: An exploration of the issues,” Stud. High. Educ., vol. 8, pp. 33–44, 1983.

J. C. Bean and D. Peterson, “Grading Classroom Participation,” New Dir. Teach. Learn., pp. 33–40, 1998.

H. Penn, “Understanding early childhood,” in Unequal Childhoods, Routledge, 2005, pp. 57–76. Accessed: Feb. 17, 2025. [Online]. Available: https://www.taylorfrancis.com/chapters/edit/10.4324/9780203465349-12/understanding-early-childhood

A. Clark, A. T. Kjørholt, and P. Moss, Beyond listening: Children’s perspectives on early childhood services. The Policy Press, University of Bristol, 2005.

P. Alderson, Young children’s rights: Exploring beliefs, principles and practice. Jessica Kingsley Publishers, 2008.

C. Willow, “Participation in practice: Children and young people as partners in change,” No Title, 2002, Accessed: Feb. 17, 2025. [Online]. Available: https://cir.nii.ac.jp/crid/1130282268883458560

A. Z. Kılıç and G. Durmuş, “Türkiye’de Okullarda Çocuk Katılımı: Okul Meclisi Örneği,” Değerler Eğitimi Eğitimde Farklılık Ve Katılım Hakkı, pp. 147–165, 2016.

G. Lansdown, Can You Hear Me? The Right of Young Children to Participate in Decisions Affecting Them. Working Papers in Early Childhood Development, No. 36. ERIC, 2005. Accessed: Feb. 17, 2025. [Online]. Available: https://eric.ed.gov/?id=ed522740

E. Dunphy, “Children’s participation rights in early childhood education and care: the case of early literacy learning and pedagogy,” Int. J. Early Years Educ., vol. 20, no. 3, pp. 290–299, 2012.

J. Salminen, “Case study on teachers’ contribution to children’s participation in Finnish preschool classrooms during structured learning sessions,” Frontline Learn. Res., vol. 1, no. 1, 2013, Accessed: Feb. 17, 2025. [Online]. Available: https://jyx.jyu.fi/handle/123456789/42637

D. J. Ackerman, “Getting teachers from here to there: Examining issues related to an early care and education teacher policy,” Early Child. Res. Pract., vol. 7, no. 1, pp. 1–17, 2005.

A. J. Mashburn et al., “Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills,” Child Dev., vol. 79, no. 3, pp. 732–749, May 2008, doi: 10.1111/j.1467-8624.2008.01154.x.

M. B. McMullen and K. Alat, “Education Matters in the Nurturing of the Beliefs of Preschool Caregivers and Teachers.,” Early Child. Res. Pract., vol. 4, no. 2, p. n2, 2002.

K. Littleton, D. Miell, and D. Faulkner, Learning to collaborate, collaborating to learn: Understanding and promoting educationally productive collaborative work. Nova Science Publishers Inc, 2004. Accessed: Feb. 17, 2025. [Online]. Available: https://oro.open.ac.uk/781/

R. G. Tharp and R. Gallimore, Rousing minds to life: Teaching, learning, and schooling in social context. Cambridge University Press, 1991. Accessed: Feb. 17, 2025. [Online]. Available: https://books.google.com/books?hl=en&lr=&id=9D3Ab88Sco0C&oi=fnd&pg=PR11&dq=Tharp,+R.,+%26+Gallimore,+R.+(2018).+Rousing+minds+to+life.+Teaching,+learning+and+schooling+in+social+context.+Cambridge+University+Press.&ots=14qy5rp6FV&sig=YxNJnXw9YBK8IspbJq3JkROUejM

A. Kamwitha, I. Khatete, A. Riechi, and J. N. Muasya, “Teacher Professional Qualification in Early Childhood Education and Its Influence on Promotion Rates in Public Primary Schools in Embu County, Kenya.,” J. Educ. Learn., vol. 11, no. 5, pp. 159–172, 2022.

L. Manasia, A. Pârvan, and M. Macovei, “Towards a model of teacher well-being from a positive emotions perspective,” Eur. J. Investig. Health Psychol. Educ., vol. 10, no. 1, pp. 469–496, 2020.

M. P. Agah, “Challenges of mathematics in economic development in the twenty-first century: Implications for tertiary education,” J. Educ. Soc. Behav. Sci., vol. 33, no. 3, pp. 20–25, 2020.

A. W. Langford-Smith et al., “Diabetic endothelial colony forming cells have the potential for restoration with glycomimetics,” Sci. Rep., vol. 9, no. 1, p. 2309, 2019.

“Darlingg-Hammond (2012) - Google Scholar.” Accessed: Feb. 18, 2025. [Online]. Available: https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Darlingg-Hammond+%282012%29+&btnG=

E. A. Hanushek and S. G. Rivkin, “The Distribution of Teacher Quality and Implications for Policy,” Annu. Rev. Econ., vol. 4, no. 1, pp. 131–157, Sep. 2012, doi: 10.1146/annurev-economics-080511-111001.

A. Wadsworth-Hendrix, “Does gender of the educator influence teacher-child relationships and gender role beliefs: A research study,” Master’s Thesis, Oklahoma State University, 2016. Accessed: Feb. 18, 2025. [Online]. Available: https://search.proquest.com/openview/87d67279f213f07a0dbe7142e32baa11/1?pq-origsite=gscholar&cbl=18750

Y. Xu et al., “PC-DARTS: Partial Channel Connections for Memory-Efficient Architecture Search,” Apr. 07, 2020, arXiv: arXiv:1907.05737. doi: 10.48550/arXiv.1907.05737.