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1.0       NAME OF THE PROGRAMME: B. A. (Ed) Early Childhood Education.

 

 

            THE PROGRAMME CODE: 4208

 

2.0

PHILOSOPHY OF EARLY CHILDHOOD EDUCATI0N

The philosophy for Bachelor of Arts (B.A. (Ed.) in Early Childhood Education (ECE) is anchored on the national philosophy on Education. Nigeria’s intervention in early childhood education is firmly rooted in the national philosophy on education which is premised on the development of the individual into  a sound and effective citizen and the need for equality of educational opportunities to all Nigeria children irrespective of any real or imagined disabilities. Early childhood education utilizes multi-disciplinary and cross-sectional intervention in promoting good outcomes in early childhood, and fully incorporates support to early learning and psycho-social development. Again, ECE is centered on support to the families and caregivers who provide the primary care to young children aged 0-3 years which are considered very crucial to a child’s subsequent physical, mental,and social dvelopment. All these will be run through open distance learning programme. Finally, ECE is expected to improve the care and support given to young children at the community level and thereby give every Nigerian child a good head start to life.

 

2.1       Goals

 

The goals of this programme are derived from these statements.  B.A. (Ed) Early Childhood Education Programme should therefore be able to enhance the development of the following:

 

           

  1. respect for the worth and dignity of the individual
  2. faith in man’s ability to make rational decisions
  3. moral and spiritual values in inter-personal and human relations
  4. respect for the dignity of labour and promotion of the emotional, physical and psychological health of all children,
  5. shared responsibility for the common good of society,
  6. the inculcation of national consciousness and national unity,
  7. the inculcation of the right type of values and attitudes for the survival of the individual and the Nigerian Society,
  8. the training of the mind in the understanding of the world around and the acquisition of appropriate skills, abilities and competences both mental and physical as equipment for the individual to live in and contribute to the development of his society.

 

            To make the philosophy functional, the National Policy in sections 5 and 9            provides details of these goals under Higher Education in general and Teacher Education in particular.  The provisions as contained in section 5 are as follows:-

 

(a)        The acquisition, development and inculcation of the proper value-orientation for the survival of the individuals and society.

 

(b)       The development of the intellectual capacities of individuals to

understand and appreciate their environments.

 

  1. The acquisition of both physical and intellectual skills which will enable individuals to develop into useful members of the community.

 

  1. The acquisition of an objective view of the local and external environments.

 

 

2.2                   AIMS AND OBJECTIVES:

 

2.3                 AIMS

   

The primary aim of the B.A. Early Childhood degree programme of the University is to inculcate in the students knowledge and skills that will help them to work with children, from birth through age 5, and their families. The acquired knowledge will cover a wide variety of settings and programmes, including child care, family child care, school readiness and preschool, early childhood family education, early childhood special education, school age child care, and others.  Early childhood education is developed to assist teachers/practitioners to provide young children with opportunities to maximize their potentials and develop a foundation for success in learning and to make all children have the best start in life to create a better future for them and for the nation. Consequently, the programme aims at imparting the expertise needed by those who aspire to become early childhood educators to acquire knowledge that will form the foundation for ensuring that children in early childhood education and care settings experience quality teaching and learning. In addition, the programme should have a specific emphasis on play- based learning that recognizes the importance of communication and language (including early literacy and numeracy) and social and emotional development.

 

 

OBJECTIVES.

The B.A. (Ed.) Early Childhood Education is designed to equip students with adequate skills in the theory and practice relevant to the education of preschool children from birth to five years bearing in mind the primary and central role of families in the growth and development of children and the strong influence of culture on area of practice in early childhood education and care. Thus, upon the completion of the programme, graduates should be able to:

  •  Show effective mastery of how children acquire language and develop physically, cognitively, emotionally, and socially.
  • Be competent to establish, implement, evaluate, and enhance operation of an early childhood education and care programme.
  • Observe and assess what children know and can do in order to provide curriculum and instruction that addresses their developmental and learning needs.
  • Establish supportive relationships with children and guide them as individuals and as part of a group.
  • Work collaboratively with families and agencies/organizations to meet children’s needs and  to encourage the community’s involvement with early childhood education and care.
  • Establish and maintain an environment that ensures children’s health, safety, and nourishment.
  • Establish an environment that provides learning experiences to meet each child’s needs, capabilities, and interests.
  • Serve children and families in a  professional manner and participate in the community as a representative of early childhood and care

3.0       BASIC ADMISSION REQUIREMENT

                       

In addition to the general university entry requirements, applicants must meet the following requirements.

 

a)         Entry at 100 Level:

5 year programme – candidates must obtain 5 credit passes at G.C.E./WASC level, SSCE or merit in T.C. II including English Language, Mathematics and Economics in not more than two sittings.

 

b)         Direct Entry

N.C.E. with an overall merit pass or above in related field, provided the candidate also has at least five credits or its equivalent including credit passes in Mathematics and English.

 

  1. Diploma in any area of education provided the candidate also has at least five credits at ‘O’ level including English Language and Mathematics.

 

  1. Holders of N.C.E./Diploma will spend four academic years while all others will spend minimum of five and maximum of ten years respectively

 

4.0       GRADUATION REQUIREMENTS

 

    • For a five year education degree course, a minimum of 150 units should be required for graduation excluding GST credit units.
    • For a direct four year course, a minimum of 120 units should be required for graduation excluding GST credit units.
    • At the commencement of the programme, each student should be furnished with the information specifying the requirements for the award of the degree; and
    • The student must pass all core and GST courses offered during the duration of study.

 

4.1       Staff/Student Workload

 

Every full-time student should be required to register for a minimum of 15 credit units per semester and a maximum of 24 credit units except for students on field experience.

 

  1. of 24 credit units except for students on field experience.  For the purpose of flexibility, a student is allow to register for less than 15 credit units per semester

 

(ii)        A full-time lecturer, on the other hand, should co-ordinate minimum courses of 8 credit units per semester.

4.2       Degree Classification

 

            Degrees in Education is classified into three levels as follows:

 

1st Class Honour Degree with cumulative grade point average of 4.5 – 5 points.

2nd Class Honour Degree; Upper with Cumulative grade point average of 3.50 – 4.49, then 2nd Lower with cumulative grade point average of 2.40 – 3.49.

            3rd Class Degree with cumulative grade point average of 1.50 – 2.39.

 

4.3       Probation

 

A student whose cumulative Grade Point Average is below 1.50 at the point of a particular year of study earns a period of probation for one (1) year.

 

 

4.4       Withdrawal

 

Students whose cumulative grade point average is below 1.5 after probation year should be asked to withdraw from the programme.

 

4.5       Course Credit Unit System

 

This is a system of organisation of the curriculum in which courses are broken down into units and are examinable and for which students earn credit(s) if passed.  The courses are assigned weights allied Credit Units, e.g. two credits units means two hours of study per week which include practical.

 

4.6       Grade Point Average and Cumulative Grade Point Average

 

Performance in any semester is reported in Grade Point Average.  This is the average of weighted grade points earned in the courses taken during the semester.  The Grade Point Average is obtained by multiplying the Grade Point average in each course by the number of Credit Units assigned to that course, and then summing these up and dividing by the total number of Credit Units taken for the semester.

 

 

 

 

 

 

 

 

 

 

 

 

 

Table 1:           SCORING AND GRADING SYSTEM

 

(i)

Credit Units

(ii)

Percentage Scores

(iii)

Letter Grade

(iv)

Grade Points

(GP)

(v)

Grade Point Average

(GPA)

(vi)

Cumulative Grade Point Average

(CGPA)

(vii)

Class of Degree

Vary according to study hours assigned to each course per week per semester, and according to work load carried by students

 

70-100

 

 

60-69

 

 

50-59

 

 

45-49

 

0-44

 

A

 

 

B

 

 

C

 

 

D

 

F

 

5

 

 

4

 

 

3

 

 

2

 

0

 

 

Derived by multiple i and iv and dividing by total Credit Units.

 

4.50-5.00

 

 

3.50-4.49

 

 

2.40-3.49

 

 

1.50-2.39

 

 

 

1st Class

 

 

2nd Class Upper

 

2nd Class Lower

 

Third Class

 

 

 

 

5.0       EVALUATION

 

            5.1.      Techniques of Students Assessment

 

The students shall be assessed through a combination of the following methods:

 

  1.   Written essay examination
  2.   Computer based objectives examination
  3.   Individual projects
  4.   Seminar presentation
  5.   Field experience assessments

 

5.2       Continuous Assessment

 

The weighting of continuous assessment is 30% of the final grade, course by course.  The final grade of a student in a semester consists of two parts:

 

  1. final assessment grade and
  2. all assessments prior to final examination

 

These will include practical tests, tutor marked assignments and computer marked assignments.

 

            5.3       External Examination System

 

External Examiners shall be used to moderate final year courses, teaching practice and projects.

 

            5.4       SIWES Rating and Assessment

 

SIWES shall be rated in accordance to the specified rating of the university SIWES Directorate.

 

            5.5       Students’ Evaluation of Courses

 

The students shall evaluate each course at the end of each semester.  The students shall evaluate the quality of course materials, facilitation, facilitator or course co-ordinator’s feedback, and learner support .

The facilities required for the programme shall include computer room at the various study centres, lecture halls, Information and Communication Technology (ICT), Library (physical and virtual) and Internet access.

 

6.         EQUIPMENT

 

For adequate implementation of the programme, the equipment required shall be desktop computers at the various study centres and for each staff, high bandwidth for internet connectivity and comfortable office spaces.

 

7.0       DELIVERY FORMAT

 

            The delivery format are combination of two or more of the following:

 

  • Print Materials,
  • Audio Tapes,
  • Video Tapes,
  • CD/DVD-ROMS,
  • On-line multimedia interactive and non-interactive presentations, and
  • TV and Radio broadcasts.

           

8.0       LEARNERS’ SUPPORT

 

Similar to other students receiving tertiary education, students in Distance Education require various academic and administrative support services from the University.  The existing academic support takes place presently at the various Study Centres with student Counsellors and Facilitators.  The School of Education on its own part will take steps to enhance Study facilitation by providing practical facilities for its practical based courses in selected Centres and employ more facilitators.

 

 

9.0       LANGUAGE OF INSTRUCTION

 

All courses shall be taught in English Language.

.

9.1       RESOURCE REQUIREMENT

             Personnel

The academic staff are responsible for a whole range of activities of learning and tutoring: admission of students into the programme; registration of students into the programme; recruiting of facilitators; editing of course materials; development of some course materials, proof reading of galleys of printed course materials; preparation of semester examination’ and marking of examination answer scripts. The school has the following academic staff to coordinate and monitor the programme.

 

            Facilitators

 

Facilitation is both online and face-to-face.  The academic staff in 6.1.2. constitute about 99% of those facilitating the courses online.  The online facilitation may be augmented with face-to-face facilitation at the centres.  The appointment of facilitators is based on qualification and area of specialisation, which is subject to change and review.

 

Adjunct Professors:

            /////////////////////////////////////

  1. Prof. Nebath Tanglang  - B.Ed Physical & Health Educ, M.Ed/PhD Health Education
  2. Prof. V.O. Adedipe – B.Sc (Ed) Biology, M.Ed and PhD Guidance and Counseling         
  3. Prof. Ken Mezieobi – B.Ed (Social Studies), M.Ed and PhD Social Studies
  4. Prof. Eya - B.Ed Geography,  M.Ed  Educational Tech, PhD Curr Studies
  5. Dr. F. R. Sulaiman – B.Ed Eng/Religious Studies (U.I), M.Ed Early Childhood Educ (U.I.), PhD Hist & Policy of Educ with bias in Pry Educ (U.I.)

 

4.0       PROGRAMME STRUCTURE AND DEGREE RULES

 

4.1       OUTLINE OF COURSE STRUCTURE

 

The B A. Ed. Hons. Early Childhood Education is structured to run for a minimum of five years and maximum of eight years for students starting at 100 level or minimum of four years and maximum of six years for students at 200 level.

 

            4.2       DEGREE RULES

 

To be eligible for the award of the B.A. Ed. Hons. in Early Childhood Education, a student must have passed a minimum of 120 and 90 credit units for the 4 year- and 3 year- degree programme respectively.

 

 

 

 

SUMMARY OF DISTRIBUTION OF COURSE CREDITS BY LEVEL

LEVEL

GST and other General Courses

EDUCATION

SUBJECT/SPECIALIZATION AREA

TOTAL

Compulsory

Elective

Compulsory

Elective

100

8

6

-

22

4

40

200

6

10

-

18

4

38

300

2

20

-

14

8

44

400

-

15

-

18

6

39

Total

16

51

-

72

22

161

 

B.A (Ed) EARLY CHILDHOOD EDUCATION.                                4208

      100 LEVEL                                  FIRST SEMESTER

COURSE CODE

COURSE TITLE

CREDIT UNIT

STATUS

GST 101

USE OF ENGLISH AND COMMUNICATION SKILLS I

2

C

GST 105

HISTORY AND PHILOSOPHY OF SCIENCE

2

C

GST 107

THE GOOD STUDY GUIDE

2

C

EDU 111

INTRODUCTION TO FOUNDATIONS OF EDUCATION

2

C

ECE 121

CHILD DEVELOPMENT

2

C

ECE 113

INTRODUCTION TO PHILOSOPHY OF EARLY CHILDHOOD EDUCATION

2

C

ECE 123

HEALTH CARE IN THE EARLY YEARS

2

C

HCM 133

AGRIC, NUTRITION AND HEALTH

2

E

MAT 102

INTRODUCTION TO STATISTICS IN EDUCATION

2

C

CIT 101

COMPUTERS IN SOCIETY

2

E

PED 122

PRIMARY ENGLISH CURRICULUM AND METHODS

2

C

PED 144

PRIMARY MATHEMATICS CURRICULUM METHODS

2

C

 

TOTAL CREDIT UNITS – COMPULSORY

20

 

 

TOTAL CREDITS – ELECTIVE

02

 

 

TOTAL CREDITS

22

 

 

         100 LEVEL                                               SECOND SEMESTER

COURSE CODE

COURSE TITLE

CREDIT UNIT

STATUS

GST 102

USE OF ENGLISH AND COMMUNICATION SKILLS II

2

C

ECE 110

CHILDHOOD EDUCATION IN TRADITIONAL AFRICAN SOCIETY

2

C

ECE 112

ORIGIN AND DEVELOPMENT OF E.C.E

2

C

ECE 120

DEVELOPMENT  OF APPROPRIATE SKILLS IN CHILDREN

2

E

ENG 151

INTRODUCTION TO ENGLISH AS A SECOND LANGUAGE

2

C

PED 112

READING IN EARLY CHILDHOOD AND PRIMARY EDUCATION

2

C

EDU 112

PROFESSIONALISM IN TEACHING

2

C

EDU 114

HISTORY OF EDUCATION IN NIGERIA

2

C

COP 111

GENERAL AGRICULTURE I

2

E

PED 130

INTRODUCTION TO SOCIAL STUDIES

2

E

CIT 102

SOFTWARE APPLICATION SKILLS

2

C

 

TOTAL CREDIT UNITS – COMPULSORY

16

 

 

TOTAL CREDITS – ELECTIVE

02

 

 

TOTAL CREDITS

18

 

 

* Note that students are to offer a minimum of one elective course of 2 credit units at the end of the session.

* Each student would offer a maximum of 40 credit unit.

 

 

200 LEVEL                                                         FIRST SEMESTER

COURSE CODE

COURSE TITLE

CREDIT UNIT

STATUS

GST 201

COMPUTERS IN SOCIETY

2

C

GST 203

INTRODUCTION TO PHILOSOPHY AND LOGIC

2

C

EDU 231

CURRICULUM  DEVELOPMENT THEORY AND PRACTICE

2

C

EDU 233

GENERAL TEACHING METHODS

2

C

ECE 223

PLAYS AND LEARNING

2

C

ECE 221

LANGUAGE AND LITERACY IN THE EARLY YEARS

2

C

ECE 227

ORGANIZATION AND SERVICE PROVISION IN E.C.E

2

C

ECE 225

MEETING SPECIAL NEEDS IN E.C.E

2

C

ECE 231

SCIENCE IN THE EARLY YEARS

2

C

ENG 121

THE STRUCTURE OF MODERN ENGLISH I

2

E

PED 236

ELEMENTARY MATHEMATICS

2

C

 

TOTAL CREDIT UNITS – COMPULSORY

20

 

 

TOTAL CREDIT UNITS – ELECTIVE

02

 

 

TOTAL CREDIT UNITS

22

 

 

 

 

 

 

* At the end of the this semester, Direct entry student must offer GST 101,  GST 105, GST 107

 

       200 LEVEL                                                 SECOND SEMESTER

COURSE CODE

COURSE TITLE

CREDIT UNIT

STATUS

GST 202

FUNDAMENTALS OF PEACE STUDIES & CONFLICT RESOLUTIONS

2

C

EDU 212

SOCIOLOGY OF EDUCATION

2

C

EDU 214

PHILOSOPHY OF EDUCATION

2

C

ECE 230

INTRODUCTION TO EARLY CHILDHOOD EDUCATION CURRICULUM DEVELOPMENT

2

C

ECE 222

DEVELOPING PROFESSIONAL SKILLS AND COMPETENCE

2

E

ECE 232

OBSERVATION, RECORDING AND ASSESSMENT IN EARLY CHILDHOOD EDUCATION

2

C

PED 232

AESTHETIC EXPRESSION IN PRIMARY EDUCATION

2

E

EDU 216

SPECIAL METHOD 2. (MICRO TEACHING)

2

C

EDU 290

EARLY CHILDHOOD EDUCATION METHODS

2

C

ENG 122

STRUCTURE OF MODERN ENGLISH II

2

E

 

TOTAL CREDIT UNITS – COMPULSORY

14

 

 

TOTAL CREDIT UNITS – ELECTIVE

02

 

 

TOTAL CREDIT UNITS

16

 

* Note that students are to offer a minimum of one elective course of 2 credit units at the end of the session.

* Each student would offer a maximum of 36 credit unit.

* At the end of the this semester, Direct entry students must offer  GST 102.

 

     300 LEVEL                                                    FIRST SEMESTER

COURSE CODE

COURSE TITLE

CREDIT UNIT

STATUS

GST 301

ENTREPRENEURSHIP STUDIES

2

C

EDU 321

PSYCHOLOGY OF LEARNING

2

C

EDU 323

BASIC RESEARCH METHODS IN EDUCATION

3

C

EDU 335

TEACHING PRACTICE I

3

C

EDU 320

FIELD EXPERIENCE

2

C

ECE 311

INTRODUCTION TO CULTURAL AND CREATIVE ARTS

2

E

ECE313

THEORIES AND PRACTICE OF EARLY CHILDHOOD EDUCATION

2

C

PED 313

HISTORICAL AND CULTURAL BACKGROUND OF IMMEDIATE ENVIRONMENT

2

C

ENG 241

INTRO TO GENERAL PHONETICS AND PHONOLOGY

2

E

ENT 323

ENTREPRENEURIAL DEVT & SMALL BUSINESS MGT

2

C

COP 113

INTRODUCTION TO GENERAL AGRICULTURE 1

2

E

 

TOTAL CREDIT UNITS – COMPULSORY

18

 

 

TOTAL CREDIT UNITS – ELECTIVE

02

 

 

TOTAL CREDIT UNITS

20

 

 

* At the end of the this semester, Direct entry students must offer  GST 203.

 

      300 LEVEL                                                   SECOND SEMESTER

COURSE CODE

COURSE TITLE

CREDIT UNIT

STATUS

EDU 332

EDUCATIONAL TECHNOLOGY

2

C

EDU 302

ICT IN EDUCATION

2

C

EDU 314

COMPARATIVE EDUCATION

2

C

FRE 222

FRENCH GRAMMER AND COMPOSITION

2

E

 

EDU212

LANGUAGE AND LITERACY IN THE EARLY YEARS

2

C

PED234

MAN ENERGY AND RESOURCES

2

C

PED 237

MEASUREMENT AND SHAPES

2

C

EDU336

POST TEACHING PRACTICE EXPERIENCE / REMEDIATION

2

C

PED 322

METHODS OF TEACHING READING IN PRIMARY SCHOOL

2

C

 

PED 271

PRIMARY SCHOOL PHE CURRICULUM & METHODS

2

C

PED 342

METHODS OF TEACHING CREATIVE ARTS IN EARLY CHILDHOOD & PRIMARY EDUCATION

2

C

PED 352

ADULT BASIC EDUCATION

2

C

 

TOTAL CREDIT UNITS – COMPULSORY

22

 

 

TOTAL CREDIT UNITS – ELECTIVE

02

 

 

TOTAL CREDIT UNITS

24

 

* Note that students are to offer a minimum of one elective course of 2 credit units at the end of the session.

* Each student would offer a maximum of 37 credit unit.

* At the end of the this semester, Direct entry students must offer  GST 202.

 

 

 

 

400 LEVEL                                                         FIRST SEMESTER

COURSE CODE

COURSE TITLE

CREDIT UNIT

STATUS

EDU 421

FUNDAMENTALS OF GUIDANCE AND COUNSELLING

2

C

EDU 423

MEASUREMENT AND EVALUATION

2

C

EDU 435

TEACHING PRACTICE II

3

C

ECE 421

HEALTH AND FAMILY LIFE EDUCATION

2

C

ECE 413

COMPARATIVE EARLY CHILDHOOD EDUCATION

2

C

PED 421

DEVELOPMENTAL GUIDANCE IN PRY. EDUCATION

2

C

PED 410

MANAGEMENT OF CHILDHOOD INSTITUTION

2

E

COP 112

GENERAL AGRICULTURE 11

2

E

PED 433

CHILDREN LITERATURE

2

C

PED 431

CONTINOUS ASSESSMENT IN PRIMARY EDUCATION

2

C

 

TOTAL CREDIT UNITS – COMPULSORY

17

 

 

TOTAL CREDIT UNITS – ELECTIVE

02

 

 

TOTAL CREDIT UNITS

19

 

 

400 LEVEL                                                         SECOND SEMESTER

COURSE CODE

COURSE TITLE

CREDIT UNIT

STATUS

EDU 420

RESEARCH PROJECT

4

C

EDU 412

 PRINCIPLES OF EDUCATIONAL MANAGEMENT

2

C

EDU 426

SPECIAL EDUCATION

2

C

ECE 422

THE SCHOOL ENVIRONMENT AND THE CHILD

2

C

ECE 420

SEMINAR IN EARLY CHILDHOOD EDUCATION

2

C

ECE 410

ISSUES IN EARLY CHILDHOOD AND PRIMARY EDUCATION

2

C

ECE 412

MANAGEMENT OF EARLY CHILDHOOD EDUCATION

2

C

PED 420

SOCIAL PSYCHOLOGY OF INSTRUCTION

2

C

PED 430

DESIGN AND PRODUCTION OF LEARNING MATERIALS FOR PRIMARY SCHOOL

2

C

 

TOTAL CREDIT UNITS – COMPULSORY

20

 

 

TOTAL CREDIT UNITS – ELECTIVE

00

 

 

TOTAL CREDIT UNITS

20

 

 

 

* Note that students are to offer a minimum of one elective course of 2 credit units at the end of the session.

* Each student would offer a maximum of 37 credit unit.

 

 

4.3       COURSE CONTENT SPECIFICATION

 

GST 101         USE OF ENGLISH AND COMMUNICATION SKILLS I       (2 Credit Units C) 

Listening enabling skills, listening and comprehending comprehension,  note taking and information retrieval. Including data, figures, diagrams and charts. Listening for main idea, interpretation and critical evaluation. Effective reading. skimming and scanning. Reading and comprehension at various speed levels. Vocabulary development in various academic contexts. Reading diverse texts in narratives and expository. Reading and comprehension passages with tables, scientific texts. Reading for interpretation and critical evaluation.

GST 102:        USE OF ENGLISH AND COMMUNICATION SKILLS II      (2 C)

Writing paragraphs: Topic sentence and coherence. Development of paragraphs: illustration, Description, cause and effect including definitions. Formal letters; essential parts and stylistic forms, complaints and requests; jobs, ordering goods, letters to government and other organizations. Writing reports; reporting event, experiments. Writing summaries: techniques of summarizing letters and sounds in English, vowels and consonants. Interviews, seminar presentation, public speech making, articles, concord and sentences including tenses. Gerund, participles, active, passive and the infinitive. Modal auxiliaries.

 

GST 105:        HISTORY AND PHILOSOPHY OF SCIENCE        (2 C)

   Nature of science, scientific methods and theories, law of nature, history of science, lost sciences of African, science, technology and inventions, nature and scope of philosophy in science, man, nature and his origin, man, environment and resources, Great Nigerian Scientists.

 

GST 107:        THE GOOD STUDY GUIDE                                (2 C)

   Getting Started:- How to use the book, why read about study skills, getting yourself organized, what is studying all about? reading and note-taking: Introduction, reactions to reading, your reading strategy, memory, taking notes, conclusion. Other ways of studying:- Introduction, learning in groups,  talks  and lectures, learning from T.V and Radio broadcasts, other study media. Working with numbers: Getting to know numbers, describing the world, describing the tables, describing with diagrams and graphs, what is good writing? The importance of writing, what does an essay look like, what is a good essay? Conclusion. How to write essays: Introduction, the craft of writing, the advantages of treating essay writing as a craft, making your essay flow, making a convincing case, the experience of writing. Preparing for examination.

 

GST 202:        Fundamentals of Peace Studies & Conflict Resolutions              

Basic Understanding of Conflict; Definitions, Causes and Types of Conflict, Conflict Theories, Phases in Conflict, Conflict Analysis & Transformation. Dynamics of Conflict; Relationship between Perception and Conflict, Language Barriers in Conflict and Resolution, Early Warning and Early Response Mechanisms, Arms Control and Demilitarization, Peace and Education. Trends in Global Issues: International, Continental and Regional Organizations in the Pursuance of World Peace, Peaceful Methods of Conflict Resolution, Coercive Means of Conflict Resolution, Gender Issues and Humanitarian Intervention.

GST 203:        Introduction to Philosophy and Logic                                           

Definition and Scope of Philosophy, Philosophy as the Parent Discipline, Branches of Philosophy, Philosophy and Other Disciplines, Sources of Knowledge and Criteria for Knowing. Definition and Scope of Logic, Logic’s Vocabulary, Valid, Invalid, Deductive and Inductive Arguments, Language and its Functions. Fallacies, Definitions, Categorical Propositions, Syllogisms, Symbolizing in Logic, Truth Table Analysis, Logical Proofs of Validity Using Truth Tables, Rules of Inference and Argument Forms, Laws of Thought.

[[

GST 301:        Entrepreneurship Studies                                                               

Definition of Entrepreneurship, Relationship Between Entrepreneurship and Small Business Management, Factors of Entrepreneurship; Dealing with External Factors of Entrepreneurship; Factors of Production; Profit and Other Objectives of an Entrepreneur, the Business Environment, Understanding Viability Study; Needs and Characteristics of Consumers; Mission and Enterprise Objectives; Export Market Shares; Target Market; Income Determination; Break-even Point, Size of the Business, Location Factors; Financial Requirements Forms of Ownership; Business Plan. Risk Analysis; Legal Requirements; Staffing, Purchasing; Production; Management.

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CIT 101:         Computers in Society                                                                                   

What is Computer? Elements of a Computer: Hardware and Software, How to Work with a Computer, Operating Systems, and Files. Word Processing: Introduction to Word Processing, Word Processing Program Facilities, Copying text, Saving Changes, and Formatting. Spreadsheet: Entering and Correcting Data, Using Formula, Numeric Formats, Creating Charts, Charts from Non-adjacent Data, Embedded Charts, Charts Links and Chart Types. PowerPoint and Presentations: Presentation Screen, Creating New Presentations, Naming Presentations, Saving Presentations and Formatting Slides, Using Auto-shapes. Networking, Internet and Electronic mail.

 

COP 112      INTRODUCTION TO GENERAL AGRICULTURE 11- 2 CREDIT UNITS

   To enable learners understand the impact of agriculture on the socio-economic development of Nigeria. Concept of agriculture concept of land tenure system and factors affecting land use in Nigeria, types of farming and their characteristics in Nigeria, cropping systems, problems of agriculture, development and modernization in agriculture, importance of agriculture to the Nigerian economy, methods and strategies in agricultural extension, economic importance of livestock and poultry to man, management principles of some selected farm animals, agricultural finance, credit and marketing, simple farm tools and machinery, types of soils and plants, agricultural finance, credit and marketing, agricultural biology and its scope. Scope of horticulture, methods of propagating horticultural plants, agricultural cooperatives, types and application of fertilizer.

 

 

 

COP 111      INTRODUCTION TO GENERAL AGRICULTURE 1- 2 CREDIT UNITS

The objective of this course is to be able to define agriculture and its branches, explain the importance of agriculture in terms of its contributions to the socio-economic development of the country, explain  types of land tenure and factors affecting them in Nigeria, describe traditional farming types in Nigeria and compare with modern farming, explain the merits and demerits of each of the farming system, describe the importance of research in modern agricultural development, proffer solutions to these problems, explain the importance of extension services in agriculture, the various types of soils and crops and advise on the type of soil suitable for crops.

 

CIT 102 SOFT WARE APPLICATION SKILLS            (2C)

 

Brief description of computer system: devices; Operating systems; Computer File Management; Computer Software: overview, types, etc.; Application software: common application software; Using Microsoft Word; Using Microsoft Excel; Features of Database Applications and Microsoft Access; Statistical Analysis Applications; Using SPSS software; Introduction to Desktop Publishing applications; Computer applications in Nursing; Computer applications in Agriculture; Managing the computer system with the Control Panel.

PED 234:  MAN, ENERGY AND RESOURCES                         (2 C)

 

History of life, the theory of evolution, the nature of earliest organisms, evidences for the theory of evolution, origin of man, energy and man,  man’s energy needs and sources,  energy and chemical systems,  energy conversion, food resources, rubbers and related products, mineral resources, vegetations and water resources,  conservation of national resources.

 

EDU 111: INTRODUCTION TO FOUNDATIONS OF EDUCATION (2C)

Philosophical and psychological perspectives, philosophy of education, meaning and relevance, equality of educational opportunity, psychology of education, introduction to learning theories, readiness to learning, motivation and its relation to learning, transfer of learning, historical and sociological perspectives, concept and nature of education, types of education, the growth of education in Nigeria, educational trends in Nigeria, innovations in education, the status of teachers in Nigeria, education and society, social class and educational opportunity, factors that influence education.

EDU 112: PROFESSIONALISM IN TEACHING                      (2 C)

Concepts and issues in teaching, concepts of teaching and professionalism, history of teaching in Nigeria, professional growth of teachers, educating the educators, professional studies programs for teachers, the teacher and the child, why teachers should care? the making of ideal teacher, qualities of an ideal teacher, the role of the teacher, the Nigerian Union of Teachers (NUT), the role of Parent Teachers Association (PTA), the subject teacher association, the status of teacher in Nigeria, strategies for making teaching a profession

 

EDU 114: HISTORY OF EDUCATION IN NIGERIA               (2 C)

Nigeria traditional education, higher education in traditional society, Islamic education in Nigeria, advent of western education in Nigeria, The early missionaries and the development of education in Nigeria, colonial government involvement in Nigeria education 1872 – 1882, education ordinances 1887 – 1916, the impact of Phelps – Stokes Commission on Education in Northern Nigeria, Secondary Education from 1859 – 1929, Higher Education, the National Curriculum Conference and the National Policy on Education.

 

ECE 120:  DEVELOPMENT OF APPROPRIATE SKILLS IN CHILDREN (2C)

Cognition, Piaget’s stages of cognitive development.  Sensory – perceptual capability and response, perceptual and intellectual development.  The process of language acquisition.  Language skills.  Role of language in early years.  Social and emotional development and skills.  Reading skills, writing skills.  Listening enabling skills, skills for studying, how to study.  Forming emotional bonds.  Assimilation and Accommodation.  Conservation Skills.  Kohlberg’s stages of moral development.

 

ECE 121: CHILD DEVELOPMENT                                           (2 C)

A broad introduction to nature and concept of the psychology of child development from conception through the prenatal years to the childhood and adolescent stages. The pre-school years and the school years.

 

ECE 123:  HEALTH CARE IN EARLY YEARS                        (2 C)

Health: Definition, General Characteristics of children in the early years; Word Declaration on the Rights of the child as affecting their survival, health, protection and care. Maternal wellbeing as a factor of children’s health care; Poverty; traditional health care practices; Community health issues;  HIV/AIDS; Personal health; Indigenous child rearing practices, supporting health care for children; Nutrition, Micronutrients and Macronutrients, Deficiencies. – Childhood diseases: polio, malaria, meningitis, yellow fever, diarrhea, tetanus, etc; child abuse and intervention measures. Health – care monitoring  and assessment instruments; Care; management of childhood disease; protection issues; immunization against childhood killer diseases.  Health care intervention by international donor agencies, e.g. World Health Organisation (WHO), UNICEF, USAID, CARE, etc.

 

ECE 110: CHILDHOOD EDUCATION IN TRADITIONAL AFRICAN SOCIETY  (2 C)

The meaning and forms of education, characteristics and goals of traditional African education,  the African family system,  marriage, child bearing and care,  breast feeding and weaning in traditional African society,  toilet training of children in traditional African society,  the role of parents in the up-bringing of children in African society, the acquisition of attitudes and Skills, language development, social and emotional development, moral development, the techniques of traditional African education, problems of traditional African education into the formal school system, integration of traditional African education

 

ECE 113:    INTRODUCTION TO PHILOSOPHY OF EARLY CHILDHOOD EDUCATION     (2 C)

Meaning and definition of philosophy, philosophy of early childhood,    pre-primary education, concept and types of early childhood education,  the role expectation of the pre-primary school teacher,  implication for effective teaching,  characteristics of preparing school children and their implication to teaching, historical perspectives and challenges,  purposes and needs of pre-primary education, problems perspectives and challenges of pre-primary education in Nigeria – A way forward,  the prospects of pre-primary education in Nigeria, Plato (427-348 BC) and Aristotle (384-372 BC)  Jean Jacques Rousseau (1712-1778), John Amos Commenius (1592-1670), John Heinrich Pestalozzi (1746-1827), Montessori (1870-1952), Frederich W. Froebel (1782-1852) and John Dewey (1959-1962).

 

ECE 112: ORIGIN AND DEVELOPMENT OF EARLY CHILDHOOD EDUCATION                 (2 C)

The concept of early childhood education, the nature and needs of children, historical views of children, the contributions of individuals to the improved status of children, the rights of children, origin and development of early childhood education, the origin of Western Education in Nigeria, the UBE programme in Nigeria, the development of pre-school education in Nigeria, Early Child Care and Development Initiative in Nigeria.  Universal Basic Education and Early Childhood Education.  Major constraints in the UBE.  Problems of pre-primary Education in Nigeria.  How to start a pre-primary school.

 

ENG 151: INTRODUCTION TO ENGLISH AS A SECOND LANGUAGE (3E) Domains and Status of Language; the spread of English worldwide; Varieties of English in Nigeria; Standards and Deviations in English Language; Nationism and Nationalism; Distinctions between English as Second Language (ESL), Pidgin and Creole; Aspects of Teaching English as A Second Language; the teaching of Literature in English;  Assessment of learner’s in ESL.        

 

COP 113:       GENERAL AGRICULTURE I                              (2 E)

Introduction to agriculture, agriculture development, essentials of agricultural development, problems of agricultural development, land use in Nigeria, method of farming in Nigeria, importance of research in agriculture, agricultural systems, agricultural extension service, importance of agricultural extension, importance of agricultural production, environmental factors affecting agricultural production, types of soil, vegetable crops, I & II, root crops, identification of crops, common food crops cultivation, harvesting and importance.

 

HCM 134:      FOODS AND NUTRITION                                   (2 E)

Foods and nutrition, an overview, forms of energy, classification of carbohydrates, nature, composition and physical properties of lipids, chemical composition of proteins, classifications and body composition of minerals, classifications of vitamins, digestion and absorption, cereals and cereal products, types of gases used as raising agents, milk and milk products, meat, fish and their products, eggs and eggs products, fruits and vegetables, dietary standard and tables of food composition, food toxicants, food additives, nutritional disorders of importance in Nigeria, effects of processing on the nutritive values of food.

 

CIT 101: COMPUTERS IN SOCIETY    (2 E)

Overview of the discipline of Computer Science; General structure of a computer system; Historical development of computer systems; Generations of computer system; Computer operations; Internal structure of a computer hardware; Microcomputer technology; Computer numbering system; computer arithmetic; computer data representation schemes; Problem solving with computers; Elements of programming languages.  Computers in the Society; internet and its facilities.  Basic file processing concepts.  Introduction to computer programming using VISUAL BASIC programming language; Algorithms, Data Structures and Logic; Laboratory exercises in VISUAL BASIC programming and the internet.

 

 

GST 202: PHILOSOPHY AND LOGIC                                       (2 C)

Fundamentals of logic and critical thinking; types of discourse; nature of arguments; validity and soundness; techniques for evaluating arguments; distinction between inductive and deductive inferences; etc. Illustrations from familiar texts, including literature materials, novels, law reports and newspaper publications

 

EDU 231: CURRICULUM THEORY AND PRACTICE (2C)

            History of Curriculum Development in Nigeria: The importance of curriculum, Curriculum Development and/or Improvement in a developing country like Nigeria, Participants in Curriculum Planning:- Levels of Planning, Approaches to Planning,  Curriculum Decisions:- Different Stages of Curriculum Decision,  The 1969 National Curriculum Conference as a Case Study, Force affecting Curriculum Decisions, Aims and Objectives of Nigeria Education, Selection of Learning Experience:- Criteria for Selection, Programme of Studies, Programme of Activities, Programme of Guidance, Organization of Learning Experience:- Traditional Organization of Curriculum, New Dimension in Organization. Evaluation:- Evaluation of Educational Programmes, Formative Evaluation (Action Research), Summative Evaluation, Evaluation of the Achievement of the Individual in the Programme:- Guidance – oriented Evaluation, Selection – oriented Evaluation.

 

EDU 212: SOCIOLOGY OF EDUCATION                                (2 C)

            Definition of Sociology, Education and Pedagogy from Sociological Perspective, Education and Society, Theory of Knowledge, Principles of the Sociology of Knowledge, Socialization:- Culture and Personality, Education  and Social Framework:-  The Family and Education, Education and Social Stratification – the Nigeria Elites, Education and Social Values, Moral Education in Changing Society; Education, Social Justice and the Teacher, Equality in Education, Freedom in Education. The Social Functions of Education – Education and Social Change, Education and Social Economic Development, The Political function of Education, The Sociology of Teaching:- The Teacher and his Role; The Reluctant Learner, The Teacher in the Classroom, Social Relations in the School.

 

EDU 233: GENERAL TEACHING METHODS                         (2 C)

            The Teacher and the Child, How children learn, Professional attitudes and understanding of learners, The aims of the Teaching, The Stages In Lesson Preparation:- The Syllabus, The Scheme of work, Lesson Notes; Steps in preparation of notes, The problem of time –table. General Teaching Methods:- Induction Method, Deduction Method, Induction and Deduction Methods, The Lecture Method, Dramatic Method, Questioning and Problem Methods, The Project Methods, Activities in the Lesson, The Art of Classroom Management:- Qualities of a good teacher, Some common bad habits to avoid, Dealing with the problem of discipline in class. Questions and Questioning, Students Natural Curiosity and Enquiry, Aims in Question, Questions in Classroom: The teacher’s questions, the pupil’s questions, Guidelines for questioning. Testing and Examinations, the purpose of testing, what to test, How and when to test, Characteristics of a good test, types of tests, marks and Assignments, Purpose of marking and assignments, Giving and marking assignments, Awarding and assigning marks and grades, methods of Study, Use of test book, Art of Note-Making, Organization of work, Revision and review of work, Physical Environment of the classroom, Preparation for examination. Use of Audio-Visual Aids, Importance of Audio-Visual in Teaching, Types of Audio-visual Aids and their uses.

 

EDU 214:  PHILOSOPHY OF EDUCATION                             (2 C)

Explaining concepts of education, (Aims: - goals, objectives, end, means); Philosophy and philosophers; Curriculum: The nature of Education in Nigeria (metaphysics) – formal and informal education, auxiliary education, Liberal and vocational education. Knowledge and education in Nigeria – (Epistemology) Definitions of knowledge, Types of knowledge; Knowledge by divine revelation, By institution Prior knowledge, Posteriori knowledge, Need for knowledge in modern Nigeria, morality and education (axiology) Define concepts of morality and education, Determinants of good education, Logic and education, Inductive and Deductive methods of teaching; Logic and curriculum planning, Logic and School Administration; Discipline; Freedom, Determination and Free will.

AESTHETIC EXPRESSIONS IN PRIMARY EDUCATION 

Drawing and painting of simple objects, concepts and practices, rules of visual observation and use of various media for drawing and painting lettering and simple designs for aesthetics decorations.

 

ECE 223: PLAYS AND LEARNING                                            (2 C)

Play – basic concepts, learning at childhood, kinds of learning, the interrelationship between play and learning, growth and development of pre-school child, the environment in early childhood education, planning the environment,  play-based learning and teaching models,  play materials, daycare learning activities, outdoor facilities, organising the outdoor learning environment, play and the Montessori approach, principles of learning and instruction, the Montessori method.

 

ECE 221: LANGUAGE AND LITERACY IN EARLY CHILDHOOD (2C)

                 EDUCATION                                                     

Development of language, the process of language acquisition,  the role of language in early years,  mother tongue, English language and bilingualism in early years,  behaviourist theory of language acquisition,  Vygotsky’s cultural/cognitive theory of language acquisition,  maturationist theory of language acquisition,  literacy and pre-reading activities and reading,  readiness approaches for teaching reading,  organisation of reading instruction, reading activities, handwriting,  developing writing,  language and literacy across the curriculum.

 

ECE 230: INTRODUCTION TO CURRICULUM DEVELOPMENT IN EARLY CHILDHOOD EDUCATION                                         (2 C)

Curriculum concepts, theoretical foundation of pre-school curriculum, early childhood development, meeting the needs of the children, pre-school curriculum development models similarities and differences among pre-school curriculum development models,  the role of the teacher in curriculum development,  early childhood curriculum content and context,  evaluation of pre-school curriculum,  modes of pre-school curriculum evaluation, quality indicators.

 

ECE 231:    SCIENCE IN THE EARLY YEARS                       (2 C)

The study of the history of science:  What is Science?  The importance of science, the nature of Science, the history;  The beginnings of Science:  Science and Crafts, the beginning of human history, the beginning of Civilizations, Science in the early Egypt and Babylonia, the contributions of the early civilizations e.g. tools, writing, medicine and surgery, Astronomy, Mathematics. etc.  The History of Science in the Middle Ages:  The beginnings of theoretical science, e.g. Physics, Chemistry, Mathematics, Medicine, Astronomy and Physiology, Biology, etc., the decline of science, Science in the East (Islamic World (C642 – C1000 AD); Science in Western Europe (CII – C15 AD):  Scientist of the period, Scientific and technological advancement; Science in the Renaissance period (1400 – 1600); Science in the 17th Century; Science in the 18th Century; Science in the 19th Century; Science in the 20th Century; Science in the Millennium

 

ECE 232: OBSERVATION, RECORDING AND ASSESSMENT IN EARLY   

                 CHILDHOOD EDUCATION                                             (2 C)

Historical perspectives and issues of early childhood assessment, observing and criticising screening approaches, assessment techniques and materials, observation and authentic assessment and its relationship to curriculum in early childhood, legal and ethical issues of assessment of young children.

 

ECE227: ORGANISATION AND SERVICE PROVISION IN EARLY CHILDHOOD EDUCATION                                    (2 C)

Organisation and service provision, knowledge of administrative and supervisory issues, administrative policies, financial budget planning, preparation and fiscal management, professionalism of early childhood teacher, behavioural issues within an organisation,  issues of motivation and morale, conflict resolution and group dynamics, child care agencies.

 

EDU 290: EARLY CHILDHOOD EDUCATION METHODS       (2 C)

The basic teaching methods in early childhood education; child centered method, questioning method, group method, story- telling method, project method, discussion method, play method, demonstration method, Montessori method,  activity method,  role playing method,  phonic method,  selection of teaching methods,  teaching and learning environment.

 

ECE 222: DEVELOPING PROFESSIONAL SKILLS AND COMPETENCE (2C)

Teaching as a profession. Meaning and characteristics of a profession. The challenge of the teacher’s work from the Christian Missionary Era to the Era of Universalisation of access to education. The Teachers Registration Council. National Policy on Teacher Education in Nigeria. The Goals of Teacher Education in Nigeria. Qualities of a good teacher. Behavioural job expectations for teachers. Learner characteristics and teacher interaction. The teaching – learning process. Planning to teach. Keeping up to date in teaching. The place of teachers in the society.

 

ENG 121: STRUCTURE OF MODERN ENGLISH I             (2 C)

General introduction to the structure of English: phonological, syntactic and morphological levels; basic sentence phrase structures, clause types and inter – sentential relations, etc

 

PED 410: MANAGEMENT OF CHILDHOOD INSTITUTIONS (2E)

Introduction and basic concepts of management of childhood institutions: management of childhood/primary education, the concept and types of organisation, theories of organisation, the childhood institutions as a social organization. Power, authority and leadership in primary education: bases of leader power, authority, leadership, role of primary school system as an organization, discipline and punishment in childhood schools. Motivation, communication and other issues in childhood institutions and management, motivation, communication in childhood institution, establishment of childhood institutions & management, management laws in childhood institutions

 

ENG 122:       STRUCTURE OF MODERN ENGLISH II             (2 E)

Construction of different types of sentences; correct use of tenses, agreement between subject and verb, in the context of compound and complex sentences. Organization and development of types

 

EDU 323:  BASIC RESEARCH METHODS IN EDUCATION (2 C)

Meaning of Research; Scientific method of research, Selection of the topic, Subjects, etc., for research; Purposes of research studies; Guidelines in selection of topics, Preparing a research proposal, Statement of the problem; Determination of data required; Hypothetical conclusions and implication, Collecting information and data; Observation and interview methods, Basic consideration in data collection; The correspondence method; Analysis and interpretation of Data; Basic statistical concept and Their Computation, Designs of Experiments:- Basic types of errors; Simple Randomized Design, Random – Replications Design;  Groups- within – Treatment design; Treatment of extraneous variables, Scaling Problems and Techniques:- Rating Scales, Rank-order Scales, etc, Determination of Scale Value

 

EDU 314:  COMPARATIVE EDUCATION                                (2 C)

Scope and meaning of Education, Examination of Significant Differences and Similarities in Education Policy and Practices in Selected Societies, Problems of Educational Development in Developing Countries.

 

EDU 335: TEACHING PRACTICE I                                           (3 C)

Students learn through practical experience how to teach particular subjects, manage a classroom and the functions of a good teacher.

 

EDU 321:  PSYCHOLOGY OF LEARNING                              (2 C)

Definitions of psychology & learning; Theories of learning and the theorists levels of motivation and implication for education; Memory and forgetting, Types of memory, Method of improving memory, Types of forgetting, Factors influencing forgetting, Implication for education; Cognitive theory of learning; Reinforcement and punishment and classroom application; Behaviourism, Contributions of behavioral psychologists and classroom application; Transfer of learning and classroom application, S – R theory  of Thorndike – Skinner, Meaning of S – R, The Laws of readiness, Exercise and effect; Punishment; Classroom application

EDU 332:  EDUCATIONAL TECHNOLOGY                             (2 C)

Definition of Instructional Technology, its Philosophy, Terminology, Roles of Instructional Technology in the Learning Process, The experience, Theory of Learning, learning and Communication in the classroom, Learning has changed behaviour, The teacher’s responsibilities, Selecting and using materials and media in Instructional, Visual aids, Non-projected aids, Projectors, Projected aids, Audio-visual aids, Creating Instructional Materials, Duplicators, Equipment Operation, projection, Recording.

ECE 313: THEORIES AND PRACTICE OF EARLY CHILDHOOD EDUCATION   (2C)  

The historical and philosophical bases of early childhood education, the nature and contexts of child development, surveys theories about children’s growth and development from birth through eight years of age, stages of cognitive development, physical, social, emotional and moral development, language development. Contemporary early childhood models –Maria Montessori, Reggio Emilia models.

 

ECE 311:  INTRODUCTION TO CULTURAL AND CREATIVE ARTS (2C) Families and communities, child rearing practices and communication patterns in the family, cultural differences, family and community arts-carving, basketing, leatherwork. graphic and textile, drama, festivals and ceremonies, drawing of simple objects using pencil, pen, ink, charcoal, graphite, pastel, etc.  Colour mixture with emphasis on tonal values, monochromatic raising, specific polychromatic pasting of objects with particular reference to shapes, forms and tones, objectives, principles and aims of teaching creative arts, roles of creative arts in classroom and to students, how to teach creative arts to pupils.

 

MAT 102:       INTRODUCTION TO STATISTICS IN EDUCATION (2C)

Measures of Central Tendency and dispersion, (grouped and ungrouped); mean:- arithmetic and geometric, harmonic, median, mode quartiles, deciles, modes, relative and absolute dispersion, sample space and events as sets.  Finite probability space properties of probability.  Statistical independence and conditional probability.  Tree diagram.  Bayes theorem. Discrete and continuous random variables.  Expectation, independent Bernoulli trials.  Binomial Poisson and Normal distributions.  Normal approximation to binomial and Poisson distribution, Hyper geometric.

 

ENG 241: INTRODUCTION TO GENERAL PHONETICS AND PHONOLOGY (3E)

Principles of phonetic and phonological description; mechanics of speech production, transcription; principles of symbolic representation of sounds; the English supra-segmentals: stress, rhythm, intonation; syllable structure, etc. Practical language laboratory exercises to illustrate.  

 

EDU 421: FUNDAMENTALS OF GUIDANCE AND COUNSELLING                      (2 C)

            Meaning, Purpose and Development of Guidance and Counselling, The services of a School Guidance programme; - The individual appraisal service. Information needed for the analysis of the individual, collection of information (test, inventories etc). Organizing recording and filing information; Use of recorded information; Information service:- Vocational Education and Personal Social Information, Methods of obtaining and Disseminating information; The Counseling Service:- Nature, Purpose and Theories of Counseling; The Counselor and the counseling process, The Placement Service in School and out-of School placement, follow up studies; Purposes of and procedures in follow-up studies, Problems in Guidance and counseling:- Values and attitude orientation, Guidance as Classroom  or Specialist Centered, Guidance as Direction or Developments, Problems of Social change, Relation with other Personnel and Services:-Counselor and School Administration, Relationship with teachers, Extra – School Relationship, Working with Parents and Making Referential, Guidance:- Organization and Implementation, Preparation of Occupational, Information, Practicum; Preparing  and using Cumulative records.

 

EDU 412: EDUCATIONAL MANAGEMENT                       (2 C)

Define educational administration, Educational law and the control of Education in Nigeria, The organization of the Ministry of Education and the function of boards of education, the Nigerian Educational system, the school and the community, Bureaucracy and decision making in educational administration, human relations in Educational administration, Educational Leadership, the role of the principal, staff personnel administration, supervision of instruction, Admission Procedures, Student’s records and reports, Student’s discipline and welfare, Student organization and participation in School Administration, Principle of planning, School finance and accounting system, School routine and time table, The school plant and facilities, Examinations and the problems of academic standards, Evaluation and school inspection.

EDU 423:      MEASUREMENT AND EVALUATION              (2 C)

 

Definition and purpose of Measurement and Evaluation, Importance of Tests in Education; Validity of Tests in Educational Achievement; Functions of classroom tests, Criteria for effective testing, Problems of tests construction; Measurement of educational outcomes, Behavioral cognitive and non-cognitive of education, Pupils characteristics to be measured, Types of tests, Essay and objective type tests advantages and disadvantages of each, when to use each of them. Tests Administration and Scoring, Judging the Quality of a Classroom test, Estimating, Interpreting and improving reliability of test, Validity of Classroom Tests, Problem of Marking Tests, and Quality Control in Marking System.

 

ECE 421:     HEALTH AND FAMILY LIFE EDUCATION          (2 C)

Stresses the importance of good family living.  The variables involved in marriage and divorce such as dating, going steady, pregnancy and child rearing practices are examined with the educational implications.  Improvement of personal health knowledge provides motivation for self direction in personal health related issues.

 

EDU 420:RESEARCH PROJECT                                    (4 C)

An application of the research methods and data processing course to a field experience under the guidance of a selected facilitator.

 

EDU 426: SPECIAL EDUCATION                                       (2 C)

Concept of special education, its definition and origins. Examination of the terms integration, inclusion, and individualized education programme within the context of special education. Giftedness, its meaning, and causes as well as case studies of the gifted. The education of gifted children. Hearing impairment and educational considerations for the deaf. Visual impairment, its causes and history. Educational considerations for visually impaired children.

 

EDU 435: TEACHING PRACTICE II                             (3 C)

A minimum of six weeks supervised exposure to classroom teaching on field experience to demonstrate the degree of proficiency in applying some of the basic theories of instruction.

 

           

 

 

EDU 421: FUNDAMENTALS OF GUIDANCE AND COUNSELLING                          (2 E)

            Meaning, Purpose and Development of Guidance and Counselling, The services of a School Guidance programme; - The individual appraisal service. Information needed for the analysis of the individual, collection of information (test, inventories etc). Organizing recording and filing information; Use of recorded information; Information service:- Vocational Education and Personal Social Information, Methods of obtaining and Disseminating information; The Counseling Service:- Nature, Purpose and Theories of Counselling; The Counsellor and the counseling process, The Placement Service in School and out-of School placement, follow up studies; Purposes of and procedures in follow-up studies, Problems in Guidance and counseling:- Values and attitude orientation, Guidance as Classroom  or Specialist Centered, Guidance as Direction or Development, Problems of Social change, Relation with other Personnel and Services:-Counselor and School Administration, Relationship with teachers, Extra – School Relationship, Working with Parents and Making Referential, Guidance:- Organization and Implementation, Preparation of Occupational, Information, Practicum; Preparing  and using Cumulative records.

 

ECE 422:   THE SCHOOL ENVIRONMENT AND THE CHILD (2C)

The school environment and the child’s place in the ecological system, concept of integration in human environment. The concept of limits, social and economic.  Student-resource relations, ecology of human resource, consequences of child environment relations.

 

ECE 413:     COMPARATIVE EARLY CHILDHOOD EDUCATION (2C)

An examination of early childhood education projects in the USA, UK, Nigeria, etc., the primary science projects, the project selection criteria, findings and relevance of the above to early childhood education.

 

ECE 410:  ISSUES IN EARLY CHILDHOOD AND PRIMARY EDUCATION (2C)

Discussion of current issues in the operation of early childhood institutions.  Issues of regulations, the language of instruction problems.

 

ECE 412: MANAGEMENT OF EARLY CHILDHOOD EDUCATION  (2C)

Types of early childhood programmes, primary education programmes, roles of resource, persons in childhood institutions, child indices, nursery assistants/aids. Class teachers, volunteer workers, proprietors/proprietresses, head teachers, board members/directors, finances – budget planning & preparation, equipment and facilities, licensing rules and regulations, monitoring and control.

 

ECE420:   SEMINAR IN EARLY CHILDHOOD EDUCATION    (2 C)

 Active participation of students in seminar presentation in early childhood education

 topics such as: the concept of early childhood education, the nature and concept of the psychology of child development, meaning and forms of education, concept and types of early childhood education, the role expectation of early primary school teacher, child rearing and care in African society, purposes and needs of early childhood education, the rights of children, the acquisition of attitudes and skills, the development of pre-school education in Nigeria, the UBE and early childhood education, learning in childhood, kinds of learning, the relationship between play and learning, play and the Montessori approach, principles of learning and instruction, the process of language acquision, concept of integration in human environment, consequences of child environment relations, and types of early childhood programmes and their implications, amongst others, will be given out to students for presentation at the study centres under the supervision of the Instructional Facilitators.

 

 

PED 122:  PRIMARY ENGLISH CURRICULUM AND METHODS    (2 C)

 

This is an introductory course to provide students with basic knowledge, course to understand the skills as applying in the principles of educational practice to the teaching of English Language in primary schools,  major aspects examined include why and how of teaching English language, development in English language curricula, evaluation techniques and classroom organisation and management

 

PED 236: ELEMENTARY MATHEMATICS (2 C)

Number and numeration: basic arithmetic operations in integers; indices, logarithms and surds; meaning and types of fractions, number bases; approximations; rate; proportion; and ratio. Algebraic processes: factorization and linear equations; quadratic and simultaneous equations; algebraic graphs; change of subject of formulae linear inequalities. Geometrical solids and shapes; triangles; circle; area and volume of various geometrical; solids and shapes

 

PED 313:  HISTORICAL AND CULTURAL BACKGROUND OF IMMEDIATE      

ENVIRONMENT (2 C)

 

Overview of cultural differences in child-rearing practices, communication patterns and experiences of families, children and their views of self and others in the Family, school and community, support networks in the community.

 

PED 237:        MEASUREMENTS AND SHAPES                      (2 C)

 

Measurement and calculations, standards units of measurement, significant figures, unit conversions and calculations, definition of density, basic and derived units, uncertainties in measurement, kind and properties of lines, angles and triangles, solids or 3-demensional shapes, plane shapes, perimeters of plane, areas, curved and total, surface areas, volumes of simple solids.

 

PED 144:  PRIMARY MATHEMATICS CURRICULUM AND METHODS       (2 C)

Basic concept underlying the determination of objectives, the selection and organisation of learning experiences and evaluation process,  the beginning and nature of merits as distinctive discipline,  assessment of mathematics attainment, concept, formation and attitudes transferred from home to the primary schools,  individual differences in pupils abilities in mathematics,  the teaching of numbers and fundamental properties of operations in arithmetic.

 

PED 322:  METHODS OF TEACHING READING IN PRIMARY SCHOOL (2C)

 

Nature of reading, reading readiness, reading approaches, methods, strategies and types of reading: Language skills and their interrelatedness; the nature of reading and important reading experiences in the primary school; reading readiness skills; approaches, methods and strategies of teaching reading I (phonics, structural, look and say, word form clues, picture clues and context clues);  approaches, methods and strategies of teaching reading II: (language experience, whole language, literature based, oral, silent and individualized);  types of reading: oral and silent, skimming and scanning, intensive and extensive). Development of reading skills: goals and objectives of teaching reading; development of word recognition skills; development of interpretative skills; development of skills for reading in content areas; resources for teaching reading; evaluation of reading skills

 

PED 271: PRIMARY SCHOOL PHYSICAL AND HEALTH EDUCATION AND CURRICULUM AND METHODS                           (2 C)

 

The nature and scope of physical and health education, emphasis should be on academic failure and how achievement problems on academics, factors responsible for poor academic achievement, study habits and academic achievement, types and uses of achievement test, remediation methods, fundamental skills in relation to movement education, organisation of sports and games in primary school with special reference to common sports in Nigeria, safety maintenance.

 

PED 421: DEVELOPMENTAL GUIDANCE IN PRIMARY EDUCATION. (2 C)

 

What is developmental guidance (areas of educational, personal and vocational development)? Who are guidance counselors? What are the functions of a guidance counselor? What are the educational guidance needs of children in the primary school? What are the personal guidance needs of a primary school child? What are the social guidance needs of a primary school child? What are the emotional guidance needs of a primary school child? Guidance services in primary schools: Collaborative guidance services in primary schools (parents, teachers, counselors, etc)

 

PED 433: CHILDREN’S LITERATURE                                     (2 C)

Young children’s literacy development strategies children use to become readers and writers, recording and reporting children’s literacy development, models of literacy instruction, young children prose and poem, writers of children books.

 

PED 430:   DESIGN AND PRODUCTION OF LEARNING MATERIALS FOR PRIMARY SCHOOL    (2C)

 

The need for learning materials in Primary School as Primary Education within the context of the National Policy of Education, the Characteristics of Primary School Children, The Primary School Curriculum, Teaching and Learning, Primary School Children Learning Styles, Design of Instructional Materials, Designing Instructional materials, Producing Instructional Materials, Theories Relevant to the Design and Production of Learning Materials., Development and Production of Learning Materials, Analysis Phase, Design Phase of Learning Materials Evaluation Phase – Evaluating Learning Materials, The Learning Package, Application of Learning Materials in the Classroom Plan, Prepare, and use Learning Materials, Effective use of

the Environment.

 

PED 431:  CONTINUOUS ASSESSMENT IN PRIMARY SCHOOL (2C)

 

Emphasis on the nature and role of continuous assessment in diagnostic and prescriptive management in teaching and learning,  cumulative record keeping and rudiments of achievement test construction, continuous assessment record keeping using achievement test scores (emphasizing statistical techniques such as the measurement of central tendencies and dispersion, transformation of scores, weighting of scores) for obtaining students academic profile.

 

PED 312: FUNDAMENTALS OF EARLY CHILDHOOD AND PRIMARY EDUCATION 2C

 

Meaning, philosophy, purpose and history of early childhood and primary education; great philosophers/educators contributions to early childhood and primary education; research methods in early childhood and primary education; understanding growth and development of early childhood and primary education by teachers and caregivers; major theories of  early childhood and middle childhood; implications of the theories for learning and teaching preschoolers and primary school pupils; early childhood and primary education curriculum delivery; teaching methods in early childhood and primary education; teaching and learning resources early childhood and primary education; early childhood programmes/centres and primary education; minimum standards for establishment; challenges of early childhood and primary education.

 

PED 351: ADULT BASIC EDUCATION  2C

 

Meaning / concept of education; brief history of education in Nigeria; formal education; informal education; importance of education; difference between education and literacy; meaning / concept of adulthood/adult education; the national policy on adult education; characteristics of adult basic education; characteristics of adult learner; goals of adult basic education; history of adult education in Nigeria; rationale for adult education in the Nigerian teacher education programme; types of adult education; methods of teaching in adult education programmes; innovations in adult education programs in Nigeria; problems of adult education in Nigeria; strategies applied to promote adult education, literacy and non-formal education in Nigeria

EDU 302:                   ICT IN EDUCATION                                                          2C

ICT in Education, Teachers’ Professional Development Toolkit, Course Introduction, Understanding ICT in Education:  Advancing Policy through Classroom Action and the use of Technology, Modification of Lesson Plans to Support Policy, Internet Navigation, Modification of Lesson Plans to Support Policy, National ICT Policy and its Impact on Education, Report on Policy Impact. Curriculum & Assessment: Curriculum Standards, Internet Search Engines – Advanced Searching, School Records, Classroom Records. Pedagogy: Integrating ICT to Support Didactic Teaching Methodologies, PowerPoint for Pedagogues, Strategies for Integrating ICT into Learning, Graphic Tools to Enhance Teaching and Learning. Organisation and Administration: Learning Activities for a Computer Laboratory Environment, Management of the Use of ICT in
a Classroom Environment. Teacher Professional Development: Teacher Productivity Strategies, Use of ICT to Support Lifelong Learning, Safety Issues in Digital Environments.

EDU 216 :     SPECIAL METHOD 2. (MICRO TEACHING)

The course shall examine the theory and practical aspect of micro teaching. Specifically, it will expose students to meaning of micro teaching, teaching skills such as set induction skills, stimulus variation skills, questioning skills, non-verbal communication skills, use of instructional material skills and closure skills. Students are expected to demonstrate each of the skills under supervision of micro teaching lecturer.

 

PED 342: METHODS OF TEACHING CREATIVE ARTS IN EARLY CHILDHOOD AND PRIMARY EDUCATION 2C

 

Art methodology, methods of teaching arts, creative art curriculum for early childhood and primary education classroom, visual arts in early childhood and primary education, qualities of a good creative art teacher, fine art, applied art, creative art material and improvisation, basic scheme of work on creative arts for young artist, arts appreciation, young artists and creativity, art terminologies for better understanding of creative art, factors affecting the teaching of creative art in early childhood and primary education, structure of a successful work of art.

 

PED 112: Reading in Early Childhood & Primary Education

Fundamentals of reading instruction at the preschool and lower primary school levels, importance of reading in language development and academic achievement of pre-schoolers; theories that underlie the choice of approaches, methods, techniques and instructional resources needed to develop the reading and academic skills of pre-schoolers and primary level pupils.

 

EDU 336: POST TEACHING PRACTICE EVALUATION/REMEDIATION       (2C)

      The student is required to write a comprehensive report on his/her experiences in practical implementation of teaching/learning strategies in the classroom as applied to the subject area. The report should include:

•     Challenges encountered during the teaching practice

•     The lesson notes used during the teaching practice

•     Assessment questions as well as the marking guides used

•     Assessment of teaching practice supervision by the supervisor, and

•     Suggestions for improvement.

  •  Evaluation

•     Feedback, and

•     Remediation

The report should be submitted by the student to the Dean through the Study Centre Director for:

      The result of the overall processes should be communicated to the student from the Dean through the Study Centre Director.

 

 

5.0     LANGUAGE OF INSTRUCTION

 

All courses shall be taught in English Language.

 

6.0       QUALITY ASSURANCE

 

The development of the course materials is on- going. These and other new course materials to be developed will be monitored internally by course coordinators and programme leaders while external course assessors and editors will be maintained to obtain good quality products.

 

6.1       STAFF

 

The National Open University of Nigeria has chosen to operate on small academic faculty staff supported on the field by Instructional Facilitators who are situated at the many Study Centres of the University designed to improve quality.

 

To commence this programme, the School has the following academic staff to coordinate and monitor the programme:

 

It is envisaged that as the programme moves into subsequent levels of study, an additional academic staff would each year, be appointed at each level. They would be responsible for a whole range of activities of Learning and Tutoring:  admission of students into the programme; registration of students into the programme; recruitment of facilitators; editing of course materials, development of some course materials, proof reading of galleys of printed course materials; preparation of the Semester examinations, and Coordination of the marking of examination answer scripts

 

6.2       ADMISSION AND REGISTRATION PROCEDURE

 

One of the determinants of the quality of education provided is the quality of the admitted students. The procedure of admission would be based on academic qualifications, in as much as it satisfies the minimum prescribed by the NUC and in some cases with the appropriate regulatory professional body. A possible unintended fall out of the admission process may be an opportunity during the registration exercise where some formal interaction with the would-be students will be possible.

 

  • To determine the pre-entry level of the prospective candidates.
  • To allow for scientific selection of students without creating biases.
  • To allow for proper placement of students at the desired entry level.

 

Generally admission process should be conducted in a flexible way to allow more students to have access to university education. This would be particularly in line with the individualisation of ODL concept. Cross-checking of relevant documents submitted would be carried out immediately to avoid future embarrassment.

 

 

6.3       INSTRUCTIONAL METHODS AND DELIVERY

 

The mode of instruction is by distance mode. Students are to study essentially on their own by creating their own convenient learning environment. Face to face tutoring would only be handled by Instructional Facilitators at the designated Study Centres for specified periods based on credit loading of the course. The Programme will consist of Theory courses, Practical sessions and Research project.  For practical courses, the practical sessions would be held at designated laboratory centres across the country. Assessment for all courses will be by Tutor-Marked Assignments (TMAs) and end of Course examinations.

 

The Course Materials to be used in this programme would either be adopted and/or adapted from the Course Materials acquired from similar Open and Distance learning universities. The instructional methodologies adopted in the School of Education to be used for this programme, include the use of specially designed packaged print materials. Future use of video and audiotapes, radio and television broadcast, CD-Rom and e-learning to complement the print material are in the pipeline.

 

6.4       EVALUATION

 

Evaluation of each of the theory courses would consist of Tutor Marked Assignments and End of Course examination. The TMA constitute 30% of the total score. The End of Course examination is 70%. For practical courses, a practical component is introduced for scores achieved during the practical classes. This constitutes 70% of the 30 per cent of the TMA score (30 marks) while the end of course examination constitutes 70% of the total score.

 

6.4.1    TUTOR MARKED ASSIGNMENT

 

As part of the evaluation mechanism, each course would be provided with 4 TMA’s out of which the best 3 would be used for the Continuous Assessments for a course. The best three would also be used for the practical courses. To qualify to sit for examination therefore, each student must turn in at least three TMA’s for each of the course.

 

6.4.2    END OF SEMESTER EXAMINATION

 

Each course will also be examined at the end of the semester. Course facilitators would be encouraged to provide data bank questions to the examination data bank in the School. Course coordinators and Programme leaders of the School of Education who are experts in the various course areas would be given the task of selecting two sets of question papers to conform to a particular house style and format provided by the School of Education Board of Examiners.  Thereafter the questions would be internally moderated by the Dean and in some cases, another staff member, before they are sent to an External Assessor for moderation. The external assessor will be chosen from tertiary institutions.

 

 

 

 

6.4.3    MARKING OF EXAMINATION SCRIPTS

 

The marking guides for each course as moderated by the external assessor would be used in the marking of the scripts by the Course Facilitators.

 

6.5       LEARNERS’ SUPPORT

 

Similar to other students receiving tertiary education, students in Distance Education require various academic and administrative support services from the University.  The existing academic support takes place presently at the various Study Centres with student Counsellors and Facilitators.  The School of Education on its own part will take steps to enhance Study facilitation by providing practical facilities for its practical based courses in selected Centres and employ more facilitators.

 

7.0       RECOGNITION OF THE PROGRAMME

 

The contents of the programme have been benchmarked against the NUC minimum standard in Education/Early Childhood Education programme of other Universities.

 

8.0       PROPOSED STARTING DATE AND PRESENTATION SCHEDULE

 

Following the approval of the Senate at its regular meeting, the programme commenced in 2005/2006.

 

9.0       TARGET STUDENTS

 

B.A. Ed. Early Childhood Education is directed at all candidates who seek to be self reliant, self driven, and want to attain a height in the world of early childhood education in his or her environment, and above all willing to impart the learnt knowledge to others.

 

10.0     STUDENT ENROLMENT AND PROJECTION

 

2,500 students

 

11.0     CONCLUSION

 

Successful graduates of this programme would be able to:

 

  • relate theory to practice;
  • demonstrate skills in research and early childhood education;
  • demonstrate skill in care giving;
  • demonstrate competence in classroom management.