Parental Exposure of Children to New Experiences and Learning Outcome: A Perspective of Home Factor in Productive Child Education
Affiliation(s)
1 Institute of Education, University of Calabar, Calabar, Nigeria. 2 Faculty of Education, University of Port-Harcourt, Port-Harcourt, Nigeria.
1 Institute of Education, University of Calabar, Calabar, Nigeria. 2 Faculty of Education, University of Port-Harcourt, Port-Harcourt, Nigeria.
ABSTRACT
Survey data collected from 1000 primary school children in Calabar metropolis, Nigeria were analysed to determine the extent of parental exposure of children to new experiences and its influence on their learning outcome. One research question and one hypothesis were formulated to guide the study. The instrument for data collection was captioned Pupils Opinion and Achievement Test Questionnaire (POATQ). Descriptive statistics was used in answering the research question while the independent t-test was used in testing the hypothesis at 0.05 alpha level. The result showed low parental exposure of children to new experiences. The result also revealed that there is a significant influence of parental exposure of children to new experiences on their learning outcomes. Based on the findings it is recommended that for productive learning outcome, parents are encouraged to fully be involved in every aspect of the child’s education for all round development of the child.
Cite this paper
Egodi, A. and Jamabo, T. (2015) Parental Exposure of Children to New Experiences and Learning Outcome: A Perspective of Home Factor in Productive Child Education. Open Journal of Social Sciences, 3, 28-33. doi: 10.4236/jss.2015.36007.
Egodi, A. and Jamabo, T. (2015) Parental Exposure of Children to New Experiences and Learning Outcome: A Perspective of Home Factor in Productive Child Education. Open Journal of Social Sciences, 3, 28-33. doi: 10.4236/jss.2015.36007.
References
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[1] World Bank (2008) Guiding Principles for Implementing School Base-Management Programme. World Bank, Washington DC. http://www.worldbankorg/education/economicsed [2] Http://pulse.ng/student/bad-to-worse-70-of-candidates-fail-waec-may-june-2014-exam-id3048092.html [3] Schweinhart, L.J. and Weikart, D.P. (1996) Lasting Difference: The High/Scope Preschool Curriculum Comparison Study through Age 23. Monograph of the High/Scope Educational Research Foundation No 12. High/Scope Press, Ypisalat. [4] Schweinchar, L.J., Montie, J., Xiang, Z., Barnett, W.S., Belfield, C.S.K. and Nores, M. (2005) Lifetime Effects: The High/Scope Perry Preschool Study through Age 40. High/Scope Press, Ypsilanti. [5] Wolfgang, C., Stannard, L. and Jones, I. (2001) Block Play Performance among Preschoolers as a Predictor of Later School Achievement in Mathematics. Journal of Research in Childhood Education, 15, 173-181. http://dx.doi.org/10.1080/02568540109594958 [6] Cohen, L. and Uhry, J. (2007) Young Children’s Discourse Strategies during Blockplay: A Bakbtinian Approach. Journal of Research in Childhood Education, 21, 302-316. http://dx.doi.org/10.1080/02568540709594596 [7] Marjanovic Umek, L., Podlesek, A. and Fekonja, M. (2005) Assessing the Home Literacy Environment: Relationship to Child Language Comprehension and Expression. European Journal of Psychological Assessment, 21, 271-281. http://dx.doi.org/10.1027/1015-5759.21.4.271 [8] Craig-Unkefer, L.A. and Kaiser, A.P. (2002) Improving the Social Communication Skills of At-Risk Preschool Children in a Play Context. Topics in Early Childhood Special Education, 22, 3-14. http://dx.doi.org/10.1177/027112140202200101 [9] Dekron, D.A., Kyle, C.S. and Johnson, C.J. (2002) Partner Influences on the Social Pretend Play of Children with Language Impairment. Language Impairment, Speech and Hearing Services in School, 33, 237-252. http://dx.doi.org/10.1044/0161-1461(2002/021) [10] Ingersoll, B. and Schreibman, L. (2006) Teaching Reciprocal Imitation Skill to Young Children with Autism Using a Naturalistic Behavioural Approach Effects on Language, Pretend Play, Joint Attention. Journal of Autism and Developmental Disorders, 36, 487-505. http://dx.doi.org/10.1007/s10803-006-0089-y [11] Constantine, J.L. (2001) Integrating Thematic-Fantasy Play and Phono-logical Awareness Activities in a Speech-Language Preschool Environment. Journal of Instructional Psychology. [12] Hanline, M.F., Milton, S. and Phelps, P. (2009) A Longitudinal Study Exploring the Relationship of Representational Levels of Three Aspect of Preschool Socio-Dramatic Play and Early Academic Skill. International Journal of Early childhood Education, 2, 55-75. [13] Ramani, G.B. and Siegler, R.S. (2008) Playing Linear Numerical Board Games Promotes Low-Income Children’s Numerical Development. Developmental Science, 11, 655-661. http://dx.doi.org/10.1111/j.1467-7687.2008.00714.x [14] Clements, D.H. and Sarama, J. (2002) Mathematics Curricula in Early Childhood. Teaching Children Mathematics, 9, 163-166. [15] Hanline, M.F., Milton, S. and Phelps, P. (2009) The Relationship between Preschool Block Play and Reading and Maths Abilities in Early Elementary School: A Longitudinal Study of Children with and without Disabilities. Early Child Development and Care, 14, 76-82. [16] Carlson, S., Mandell, D.J. and Williams, L. (2004) Executive Function and Theory of Mind: Stability and Prediction from Ages 2 to 3. Developmental Psychology, 40, 1105-1122. http://dx.doi.org/10.1037/0012-1649.40.6.1105 [17] Lillard, A. (1993) Pretend Play Skills and the Child’s Theory of Mind. Child Development, 64, 348-371. http://dx.doi.org/10.2307/1131255