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Ece 413 Course Title: Comparative Early Childhood Education

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Ece 413 Course Title: Comparative Early Childhood Education NATIONAL OPEN UNIVERSITY OF NIGERIA SCHOOL OF EDUCATION COURSE CODE: ECE 413 COURSE TITLE: COMPARATIVE EARLY CHILDHOOD EDUCATION 1 COURSE GUIDE ECE 413 COMPARATIVE EARLY CHILDHOOD EDUCATION COURSE DEVELOPER Dr B.O.J. Omatseye Institute of Education University of Benin COURSE WRITTER Dr B.O.J. Omatseye Institute of Education University of Benin CONTENT EDITOR Dr C.N. Musa Faculty of Education University of Benin Benin City IN-CHARGE Dr Lucy Lawani School of Education National Open University of Nigeria Victoria Island, Lagos COURSE COORDINATOR Dr Lucy Lawani School of Education National Open University of Nigeria Victoria Island, Lagos 3 A GUIDE THROUGH THE COURSE COURSE DESCRIPTION: This course introduces teacher-education students to comparative early childhood education. It exposes students to a cross-national analysis of early childhood education. The aim is to reveal similarities and differences both in terms of its history and provision of childcare services. The profile also includes descriptions of national childcare and policies. It is expected that with information gathered across nations, teacher-education students can better appreciate policies and services for children in their country and the experiences in other nations. Significantly, such efforts could enhance better policies and services for children and families in countries throughout the world. COURSE AIM FOR ECE 413: COMPARATIVE EARLY CHILDHOOD EDUCATION. The course aims to provide the student with a cross-national analysis of early childhood education. It aims to reveal similarities and differences in terms of historical development, philosophies, policies, practices and current provision of child care and educational services. Also, the dynamic reforms and developments of early childhood education across nations are highlighted. COURSE OBJECTIVES There are objectives to be achieved in each study unit of the course. You should read them before studying each unit. On completion of this course, you should be able to: • give a historical account of the practice of early childhood education. 4 • enumerate the different features of early childhood educational practices in the historical periods of development. • identify different schools of thought and their theories for early childcare and practice. • express the various definitions of early childhood education. • examine the usage of these concepts of early childhood education across societies. • state national policies and objectives in establishing preschool and education. • distinguish amongst various patterns of early childhood education services. • apply knowledge of comparative education to case studies. • describe early childhood education in Nigeria. • make case studies of early child care and education across nations. • examine cause for and effects of reforms in early childhood education. • describe some innovations, changes and challenges in childhood education. COURSE SUMMARY Module 1 makes a cross-national analysis of early childcare and education. Module 2 gives a general overview of comparative education. Module 3 examines the current delivery of early childhood education and reforms in early childhood education and reforms in early childcare and education. On the whole there are eleven Study Units in this course. Each study unit consists of one week’s work and should take you about three hours to complete. It includes specific objectives, guidance for study, reading material, and Self Assessment Exercises. It also has Tutor – Marked assignments. All of these exercises will assist you in achieving the stated learning objectives of the individual Study Units and of the course. 5 STUDY PLAN This table is a presentation of the course and how long it should take you to complete each study unit and the accompanying assignments. Unit Title of Study Unit Weeks/ Assignment Activity Course Guide 1 Module 1 A cross analysis of early childcare and education. 1 A Historical Development of Early 2 Assignment childhood. 2 A Philosophical perspective of early 3 Assignment childhood education. 3 Early childhood education and care. 4 Assignment 4 Patterns of early childhood education 5 TMA 1 to be services. submitted Module 2 A general Overview of Comparative Education 1 Comparative Education: Concept, 6 Assignment purpose scope and methodology. 2 National Education Systems. 7 Assignment 3 Origin and Nature of early childhood 8 Assignment education techniques. 4 Structure of education/schools. 9 Assignment 5 Organisations and initiatives of early 10 TMA 3 to be childhood education. submitted Module 3 Current Delivery of Early Childhood education and Reforms in Early Childhood Care and Education 6 1 The case of early childcare and 11 Assignment education in Nigeria. 2 Case studies of early childcare and 12 Assignment education across nations 3 Reforms in early childhood care and 13 Assignment education. 4 Teaching Young learners in a 14 Assignment technological age 5 Coping with today’s diverse Learners 15 TMA 5 to be submitted Revision 16 Examination 17 Total 18 * Now use this overview to plan your personal timetable. REFERENCES/FURTHER READINGS Allen, A. (1988). Lets live with our Children. History of Education Quarterly. 28, 23 – 48 and assessment in programmes serving children ages 3 through 8. In Reaching and Education in 14 Countries (pp 87-118). Ypsilani, MI: High Scope Education. Arabic Council for Childhood and Development (1989). Analytical Study of Kindergartens in Aries, P. (1962). Centuries of Childhood: A Social History of Family Life. New York: Vintatge Press. Austria – Fact & figures to the friends of Austria (1986). Vienna: Federal Press Service. Bacon Inc. Bereday, G. Z. F. (1968) Some Methods of Teaching Comparative Education. CER vol 11, No 3 Biber, B (1977). Cognnition in historical Perspective. In B. Spodek & H. Wallberg (Eds), Boyd, W. And King. E. (1973). The History of Western Education. New York: Barnes and Bredekamp, S. (Ed) (1987). Developmentally approved Practice in early childhood programmes 7 Serving Children from birth through age 8. Washington, D.C: National Association for the Education of Young Children. Bredekamp, S. & Coppkle, (Eds). (1987). Developmentally approved Practice in early childhood programmes. Washington, D.C: National Association for the Education of Young Children. Burns, H & Brauner, C. (1962) Philosophy of Education New York: The Ronald Press Company. Caldwell, B (1989) A Comparative model for Integrating childcare and education. Teachers Central Advisory Council for England (1967). The Plowden Report. London: HMSO. Child. Paper presented at a Seminar on Early Childhood in Kenya: Committee on Child Health Services (1970). Fit for the Future. London: HMSO Data, A. (1984). Education and Society: A Sociology of African Education. London: Macmillan Departments of Education). 1992. Guidelines for appropriate curriculum content Davis, B & Shade, D (1994) “Integrate, don’t isolate!” Computers in the early childhood curriculum ERIC Digest 376991. Dewey, J. (1915) The School and Society. Chicago: University of Chicago Press. Donachy, W. (1979) Parental participation in Pre-school eduation. In M.M. Clark & W. Chenyne Education Programme. The DICEC Component, 1985 – 1989. Nairobi; Kenya. Fafunwa, A. B. (1980). New Perspective in African Education. London: Macmillan Press. Fafunwa, A. B. And Aisiku, J.U. (1962). Education in Africa: A Comparative Survey. New Fafunwa, A. Babs (1974). History of Education in Nigeria. London: Allen and Unwin Ltd. Federal Ministry of Education, Arts and Sports (1990) Austria Education at a glance. Vienna Federal Press Service. Federal Republic of Nigeria (2004) National Policy on Education (NPE). Nigeria: NERDC Furley, O. W. And Watson, F. A. (1978). A History of Education in East Africa. New York 8 Ghana. Gorder, R. (1966) Montessori in Perspective. National Association for the Education of Young Hans, N. (1958) Comparative Education. London: Routledge and Kegan Paul Heinemann Educational Books. Heppell, S. (2006). “Unlimited learning”. Computer and video games in the learning landscape Entertainment and Leisure Software Publishers Association. Hewes, D. (1985) More on Early Child History. International Journal of Early Childhood. Pp 17 Hill, P.S. (1941) “Kindergarten” in The American Educator Encyclopaedia. Hughland, S. W. (1999). “What role should technology play in young children’s learning? Young Children, 55 (1) pp 26-31 Johnson, J.A. (1971) Introduction to Foundations of American Education. Boston: Allyn & Jomo Kenyatta Foundation Kagia, J. (1987). Integration of Education, Health and Care for the Total Development of the Kegan Paul. Kilpatrick, W. H. (1985). Frobel’s Kindergarten Principles. New York: Macmillan Publishers King, E. J. (1962) World Perspectives in Education. London: Routledge and Kegan Paul King, E. J. (1973) Others Schools and Ours. London: Routledge and Kegan Paul Kipkorir, L. I. (1987). Innovations in Early Childhood Education and care – The Kenya Lall, G. R. & Lall, B. M. (1983) Comparative Early Childhood Education. Springfield: Lawrence, E. (1970). The Origin and Growth of Modern Education. Hammonds worth: Penguin London: Longman. Mallinson, V. (1974) An Introduction to the Study of Comparative Education. London: Heinemann Educational Books. 9 Mallinson, V. (1974) An Introduction to the Study of Comparative Education. London: Mason, R. E. (1974) Contemporary Education Theory. New York: David McKay Co. Inc. Mc William, H.O.A, & MA Kwamena-Poh (1975) The Development of Education in Ghana. Mifflin Co. Ltd.
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