OKEWORO STEPHEN NWALI (Ph.D.)
DEPARTMENT OF PRIMARY EDUCATION
EBONYI STATE COLLEGE OF EDUCATION, IKWO.
Abstract.
This study sought to investigate the psycho-social challenges to children’s
emotional and social well-being and disposition to acquire pre-primary education
in Ebonyi State. The psycho-social challenges in focus include those posed by
parents, teachers/care-givers, the community, government and natural factors.
Survey design was used to collect information required for the study from 240
primary school head teachers (162 males and 78 females). A 24-item
questionnaire was the instrument used to generate data. The data generated was
analyzed using Mean and Standard Deviation while the only hypothesis postulated
was tested at 0.05 level of significance using t-test. The findings of the study
revealed that both parents, teachers/care-givers, the community, government and
natural factors pose psycho-social challenges that hinder children’s active
participation in learning activities in the school. Based on the findings, conclusion
was made followed by recommendations among which include that relevant
authorities and regulatory bodies should sensitize parents, teachers/care-givers
and government on the roles expected of them to boost children’s emotional and
social well-being necessary for their meaningful learning in the school. Also,
Education Quality Assurance Officers should be properly oriented on how to
mentor teachers on the correct teaching methods, skills and classroom
administration techniques that are in line with the national policy and children’s
learning needs and styles.
Keywords: Pre-Primary Education, Parents, Teachers Community and Nature.
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