1. family and parenting
2. children

EDUCATION PRACTICE AND INNOVATION
Volume 1, Number 1, February 2014
Why Bothering Young Children in Their Early
Years?The Impact of Early Childhood Development
Experiences on Pupils’ Performance at Grade One
Paul Mupa*
Zimbabwe Open University, Masvingo Region
*Corresponding author: [email protected]
Abstract
The study sought to establish the impact of Early Childhood Development experiences on pupils’ performance at grade one level.
The study was qualitative and designed to establish the effect of the Early Childhood Development(ECD) programme on pupil
performance at grade one level. It aimed at highlighting ECD pedagogy that enhances effective teaching of early graders. The
purposeful sample used consisted of four primary schools in Chivi,Masvingo Province and involved four teachers and eight pupils
from schools. For data collection, the interview, document analysis and field notes were used.
To analyse data, emergent categories were used and the results of the study confirmed that exposure to ECD programme enhances
pupil performance at grade one level. Teachers favour to teach pupils who have done the ECD programme because they have the
base upon which they can build. Major recommendations were that ECD teachers should employ empiricist strategies of teaching. It
was also recommended that the Ministry of Education should equip and train ECD educators with pedagogical skills. It was further
suggested that heads should supervise ECD centres so that the graduates are correctly socialised for formal education.
Keywords
Rationalism, Empiricism, Pedagogy, Early Childhood Development, Education
1. Background
There has been a remarkable increase in Early Childhood Development (ECD) since independence in Zimbabwe and the government and donor agencies like the UNICEF are assisting in the
provision of this basic education to children. It is argued that ECD
education is a vital means of providing children with an essential
background to formal schooling. It prepares children’s minds
for more orderly and structured pattern of learning and makes
them alert and sharpens their perception of the environment in
relation to themselves and others. To that end, enhancing the quality of young children’s lives is now a national and international
priority [1]. Studies indicate that children vary widely in their
knowledge by the time they enter preschool and that this variation
predicts levels of achievement in elementary school [2].
Conference on Education for All in Jomtien, Thailand, in 1990,
pledged to provide primary education for all children.This was
followed up in 2000 with the Dakar Framework for Action on
Education for All which aimed at the implementation of Goal
1 which raises the need for expanding and improving comprehensive early childhood care and education, especially for the
most vulnerable and disadvantaged children. The Salamanca
Statement (1994) highlights thatearly childhood education programmes for children aged up to six years ought to be developed
to promote physical, intellectual, social development and school
readiness. This is because the programmes have a major economic value for the individual, the family and the society in
preventing the aggravation of disabling conditions. It is not a
matter of increasing ECD centres that educationists must worry
about. The crux of the matter is the kind of pedagogy that is
employed in order to enhance the performance of the children in
preparation for grade one.
Justifying early childhood programmes in terms of ensuring
school readiness, equalising opportunities and promoting social
justice has been widely cited as an underpinning rationale for
ECD [3]. It is argued that a healthy cognitive and emotional
development in the early years translates into tangible economic
returns. Early interventions yield higher returns as a preventivemeasure compared with remedial services later in life. Policies
that seek to remedy deficits incurred in the early years are much
more costly than initial investments in the early years.The nature
of the child today requires a lot of empirical methods of teaching
and learning and such skills as observation, the use of sensation,
among others. A shift in the pedagogical philosophy in ECD is
the major thrust of this study since its raises the need to move
from Froebel’s rationalism to empiricist methods.
2. Statement of the problem
Early Childhood Development programmes were for the select
few in pre-independent Zimbabwe. After independence in Zimbabwe, several ECD pedagogical philosophies were adopted in
a bid to improve the lives of the children. The major thrust was
on Early Childhood Education and Care (ECEC) centres where
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EDUCATION PRACTICE AND INNOVATION
untrained people manned the places. Rationalist pedagogies were
the order of the day since rote methods were adopted in the teaching and learning process without regard for empiricist pedagogy.
Teachers who received children from ECEC centres made complaints that the products were raw. With the development of
the society, the Zimbabwean government has trained qualified
teachers to man the ECD centres. It is against this background
that these teachers employ empiricist and positivist pedagogy to
raise pupil performance when they get to grade one. Empiricist
pedagogy is critical for the ECD learners since it raises their
participation in the learning process.
2.1 Main research question
What effect does the empiricist ECD pedagogy have on pupil
performance at grade one level?
2.2 Conceptual frameworks
Rationalism refers to the belief that reason is more important
than the senses in obtaining knowledge [4, 5]. Rationalism is
the view that rational intuitions are the most important way of
acquiring knowledge. In its extreme form rationalism is a position
that does not recognise the role of experiences. Sense perceptions
may be illusory, and it is not even possible to say that something
is of the colour red if you are not in possession of a system of
concepts, including colour concepts. Such concepts cannot be
given by experience, but are a precondition for any experience.
The most important knowledge is thus given a priory ( [6], p.136).
Empiricism, on the other hand, holds that knowledge is derived from sensory experience alone and is often connected to
positivism, which shares the view that true knowledge can only
be derived through sensory experience and that the methods of
natural science can be applied to the study of human societies
and social relations [5]. Empiricism is the view that experiences,
observations or sense data are the only or the most important
way of acquiring knowledge. Empiricism is the epistemological
standpoint that observations and (sensory) experiences should be
regarded the most important or only method to gain knowledge
and that all controversies should ideally be reduced to claims that
can be verified by observations:
It is obvious that not all knowledge stems directly from experience. Hence empiricism always assumes a stratified form,
in which the lowest level issues directly from experience, and
higher levels are based on lower levels. It has most commonly been thought by empiricists that beliefs at the lowest
level simply “read off” what is presented in experience. If a
tree is visually presented to me as green I simply “register”
this appearance in forming the belief that the tree is green.
Most of our beliefs – general beliefs for example – do not
have this status but, according to empiricism, are supported
by other beliefs in ways that eventually trace back to experience. Thus the belief that maple trees are bare in winter is
supported by particular perceptual beliefs to the effect that
this maple tree is bare and it is winter (Alston as cited in [6],
p. 131).
2.3 Literature
Literature The different approaches to teaching children in ECD
classes are a cause for concern in terms of performance of children when they go to grade one. Questions concerning the nature
of knowledge and inquiry go far back in civilisation, and names
like Plato (429-347 BC) and Aristotle (384-322 BC) are important
for distinguishing between different approaches such as rationalism and empiricism. Plato emphasised logical intuition, while
Aristotle, to a much larger extent, emphasised empirical investigations [6].
3. Approaches to early childhood theory
There are basically four broad perspectives or paradigms to early
childhood education. These are Developmental;Economic and
political; Social and cultural and Human rights. This study basically focused on the developmental approach since its suits the
mode of ECD pedagogy in the Zimbabwean context.
3.1 A developmental perspective: The formative years
of life
That the early years are formative of children’s long-term prospects
is one of the most ancient, enduring and influential themes shaping early childhood policy. The core idea can be traced back at
least as far as Plato (428-348BC) and says:
‘And the first step. . . is always what matters most, particularly when we are dealing with the young and tender. This is
the time when they are taking shape and when any impression we choose to make leaves a permanent mark’ (cited
in [7], p 11).
In line with Plato, Damon and Lerner [8] argue that what
children learn in the period between birth and the start of formal
education forms the crucial basis for all subsequent learning.
This trend of thinking found influential expression within John
Locke’s eighteenth century claims about ‘tabula rasa’, as well
as through a host of influential early childhood reformers and
pedagogues throughout the centuries. The first detailed systematic
observations of infant and child development were carried out
within a scientific frame in the late nineteenth century, (notably
by Darwin himself), and this field of research was soon firmly
established and increasingly influential throughout the twentieth
century. Leaving aside the specific emphases of influential current
theories, developmental perspectives encompass the following
themes:
• Young children’s physical, mental, social and emotional
functioning is distinctively different from that of older children and adults, comprising distinctive phases, stages and
milestones of development.
• Numerous progressive transformations occur in children’s
physical, mental, cognitive and social-emotional competencies, from earliest infancy to the beginnings of schooling
in modern societies. These transformations mark the acquisition of skills and capacities, ways of relating, communicating, learning and playing etc;
• Early childhood is the period of life when humans are most
dependent on secure, responsive relationships with others
(adults, siblings and peers), not just to ensure their survival,
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Why Bothering Young Children in Their Early Years?
but also their emotional security, social integration and
cognitive and cultural competencies.
• Young children’s development is especially sensitive to
negative impacts from early malnutrition, deprivation of
care and responsive parenting, or disturbed and distorted
treatment;
• Where children’s basic needs are not met, or if they are maltreated or abused, the repercussions are often felt throughout childhood and into the adult years.
• While early development can be summarised in terms of
universal general principles, the contexts for, experiences
of, and pathways through development are very variable,
notably linked to young children’s individual capacities
and special needs, their gender, ethnicity, and economic,
social and cultural circumstances;
Insights from child development research have long been a
major source of theories, evidence and controversy surrounding
care and education of young children. Rapid industrialisation
and urbanisation, and the establishment of universal schooling in
Western societies created a widespread demand for knowledge
about children’s needs and capacities at particular ages, not least
to inform training for new teachers and other child professionals,
as well as manuals of advice to parents [9–11].
Debates surrounding recognition of the early years as a distinctive phase in children’s development have as much resonance
now and are most often expressed as promoting ‘developmentally
appropriate’ policies and practices [12], and reducethe developmental risks for the ‘hurried child’ [13].
These theoretical underpinnings raise the need for empirical
early childhood pedagogies which give strong educational background and act as a bedrock to children in their early years. A
shift from rationalism to the empiricist or scientific thinking is
culminated by such thinking, hence this study.
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to attain “the supreme idea” of the purification of the world and
the “perfectionment of the human species.” She wrote:
Child psychology can be established only through the method
of external observation. We must renounce all idea of making any record of internal states, which can be revealed only
by the introspection of the subject himself [5].
Froebel was barely mentioned in The Montessori method and
when he was, Montessori’s tone was almost always dismissive
of him as, in her view, he failed the tests of the new sciences of
empiricism. This study was therefore prompted by this breakaway
from rationalism to empiricism and aimed at establishing the
impact of the ECD programme on pupil performance at grade one
level.
4.2 Research Methodology
This study was qualitative. Qualitative research is a system of inquiry which seeks to build a holistic, largely narrative, description
to inform the researcher’s understanding of a social or cultural
phenomenon. Qualitative research takes place in natural settings employing a combination of observations, interviews, and
document reviews [14].McMillan and Schumacher [15] defined
qualitative research as, “primarily an inductive process of organising data into categories and identifying patterns (relationships)
among categories.”
4.3 Sampling
In qualitative research a small, distinct group of participants is
usually investigated to enable the research to “understand the problem in depth.” ( [16], p. 57; [17], p. 191). Purposeful sampling is
often done in qualitative research. This is the process of “selecting
information-rich cases for study in depth” ( [18], p. 169).The information rich participants who are selected are “knowledgeable
and informative about the phenomena the researcher is investigating [15]. These participants should be willing to talk [19].
In this research the following criteria was used in the selection
of participants:
3.2 Froebel’s rationalism
For Froebel the purpose of education was deduced from his conception of the “Absolute”. In The Education of Man he wrote
that, education consists of leading man, as a thinking, intelligent
being, growing into self-consciousness, to a pure and unsullied,
conscious and free representation of the inner law of Divine Unity,
and in teaching him ways and means thereto [7]. From this end
flowed his whole conception of education and it is wholly characteristic of rational thinking.
4. ECD pedagogy that enhances effective
teaching of early graders
4.1 Montessori, positivism and rationalism
Maria Montessori’s understanding of the transformation represents a highly illustrative case of someone who not only recognised its occurrence, but also was a significant agent in its progress.Her
first book, Pedagogical anthropology, made clear that her orientation was primarily that of a positivist who believed that through
the observation and measurement of children it would be possible
• Purposive sampling was done to identify two schools where
the ECDprogramme is done and two schools where the
ECD programme is offered by untrained personnel.
• From the schools that offer the ECDprogramme, heads of
the schools were tasked to select each a teacher who has
been trained to teach ECD and teaches grade 1 this year
and has been in the school for not less than two years and
is seasoned in the teaching of grade one pupils.
• From such schools again, the selected teacher would select
two pupils each who have done the ECDprogramme, from
their classes.
• From the schools that do not offer ECEC programme, the
heads of the schools were asked to select one experienced
grade one teacher who has taught grade one for at least two
years and who is currently teaching grade one.
• From such schools also, two pupils from each school who
have never done the ECDprogramme were selected.
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EDUCATION PRACTICE AND INNOVATION
• In this research therefore, a total of four grade one teachers
and eight grade one pupils were selected purposefully.
tation and discussion of findings. The emergent main categories
were:
In brief, in the purposeful sampling employed in this research,
sampling by case and network sampling were employed in a
complementary way.
• The impact of empiricist pedagogy on mastery of concepts,
readiness to learn and development of thinking skills necessary for learning.
4.4 Data Collection Methods
The semi-structured interview, document analysis and field notes
were the instruments used to collect data.
• The impact of the empiricist pedagogy on reading ability,
mastery of number concepts, cognition and conceptualization of concepts.
4.4.1 The Semi-structured Interview
• The relationship between the empiricist pedagogy and performance in grade one.
Borg and Gall ( [20]:452) say that the semi-structured interview
has the advantage of being reasonably objective “while still permitting a more thorough understanding of the respondent’s opinions and reasons behind them would be possible using the mailed
questionnaire.” They further argue that the semi-structured interview is generally most appropriate for interview studies in
education. It provides a desirable combination of objectivity and
depth and often permits gathering valuable data that could not be
successfully obtained by any other approach. The semi-structured
interview was used as the major tool for this study. The selected
grade one teachers were subjected to this type of interview while
the interviewer and interviewee’s words were recorded by a tape
recorder.
4.4.2 Document Analysis
Best and Kahn ( [21]:191) highlight that documents are an important source of data in many areas of investigation. In documentary
analysis, the following may be used as sources of data: records,
reports, printed forms, letters, diaries, compositions, themes or
other academic work, books, autobiographies and syllabi. When
document analysis is used, current documents and issues are the
foci. Patton [18] says that document analysis in qualitative inquiry yields excerpts, quotations or entire passages from reports
and personal diaries.
In this research, the document analysis strategy was used to
examine pupil performance levels and its relationship to exposure
to the ECD programme. Previous test results for the end of
the week, term and year were analysed to see if there is any
relationship between exposure to the ECD programme and pupil
performance.
4.5 The process of data analysis
In this study, data analysis was done by examining information
from documentary evidence and responses of each participant
interviewed, both pupils and teachers.
The constant comparative method was used in analysing data
in this research. Krathwohl ( [17], p. 168) says that the constant
comparative method involves the researcher in analysis from the
very start along with observation. The steps of the constant comparative method were followed as they are outlined by Maykut
and Morehouse (1994).
5. Results
Sub-headings representing the themes or categories that emerged
as the main or repetitive themes were used to facilitate the presen-
• The usefulness of empiricist social and moral skills on discipline, interactive skills, good behaviour and egocentrism
among pupils.
• The influence of empiricist and positivist pedagogy on selfesteem, self confidence, good language, questioning and
answering skills.
• The impact of empiricist pedagogy on drawing and story
telling, imagination and self-expression.
• The effect of empiricist pedagogy on pupil participation
and concentration.
• The benefits of the empiricist ECD pedagogy on formal
education.
• The relationship between exposure to empiricist ECD pedagogy and pupil performance.
5.1 The impact of empiricist pedagogy on mastery of
concepts, readiness to learn and development of
thinking skills necessary for learning
Respondents were asked whether empiricist and positivist pedagogical activities are the origin of cognitive development in ECDand (100%) confirmed the position. This finding is confirmed
by the following quotes:
“These pupils from ECD centres learn effectively, they are
familiar with games.”
“Games make then develop calculations.”
“They do not get tired easily in class.”
“These pupils can listen attentively.”
“They can concentrate for a longer time.”
“They can accept/assimilate a lot of information and so get a
lot.”
“These activities help pupils to master concepts easily in grade
one.”
“Activities help pupils to be in good gear, they can easily start
to learn.”
In line with positivism and empiricism which emphasise the
need for observation and sensory experience for early childhood
graders, Mwamwenda ( [22]:64) highlights that physical activities
help children learn concepts and are of the origin of cognitive
development. UNICEF [23] concurs that physical activities develop the thinking skills necessary for learning. Physical activities
help pupils to develop intellectually through the games they play.
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Games enhance thinking through learning to solve problems in
order to win the game. Through such experiences, pupils develop
intellectually. Pupils whose intellect is developed through the
physical activities perform well in class because intelligence is
the basis of good performance in class.
5.2 The impact of the empiricist pedagogy on reading ability, mastery of number concepts, cognition
and conceptualization of concepts
Respondents were asked whether positivist methodologies improve the reading ability of ECD students. A total of (100%) of
the respondents confirmed the position. These findings confirm
the observations made on documents that were analysed by the
researchers. This finding is confirmed by the following quotes:
“They more quickly grasp concepts than those who have not
been to ECD centres.”
“They already know the alphabet, the syllables, so they can
join letters.”
“U-u-um pupils who have attended ECD can read very well.”
“They have been exposed to letters, numbers and pictures.”
“They have mastered something gainful from the centres.”
“Most of the things we cover in grade one are done at ECD
centres.”
“I was now able to read and write at the ECD centre.”
National Research Council ( [24]:44) highlights that counting, number concepts, letter names and shapes, phonological
awareness, are some of the preschool accomplishments that are
of particular relevance to later academic challenges. Grade one
work has to do with a lot of counting, letter names, phonic and
writing letters and shapes. If the child already knows all these
things when he starts grade one, it means he stands a vey high
chance of performing well because most of the concepts would
have been covered at the ECD centres. Pupils who have done
ECD programme thus perform much better in class because they
have had enabling experiences.
5.3 The relationship between the empiricist pedagogy
and performance in grade one
Respondents were asked whether empiricist pedagogical ECD
experiences improve cognitive performance and a total of (100%)
concurred. The following quotes shed more light:
“Pupils who are familiar with the programme do very well.”
“Pupils who attended ECD would be far ahead of those who
did not.”
“They have readiness to learn.”
“The pupils who have attended ECD have got a very good
background, e-e-e, they are easy to control, they have the basic
skills in reading and counting.”
“Pupils will be learning a lot at ECD centres.”
“ECD experiences improve cognitive performance.”
“Those who have gone to the ECD centres have developed a
lot and they quickly grasp concepts.”
Gordon and Browne ( [25]:55) highlight that children who
had attended preschool were very successful in school and improved in intellectual performance. Morrison ( [26]:279) says
that the Perry Preschool study came to the conclusion that ECD
centres improve cognitive performance, scholastic placement and
29
achievement during the school years. It is argued that levels of
mathematics knowledge at the time of school entry have been
shown to predict later school achievement [27]. The ECD cognitive development programme includes the basic skills like reading,
number concepts and writing. Exposure to such basic skills would
make life at school easier. To this end, pupils who have ECD
exposure find learning interesting and quickly grasp concepts.
This increases performance in class.
5.4 The usefulness of empiricist social and moral skills
on discipline, interactive skills, good behaviour and
egocentrism among pupils
Respondents were asked the usefulness of empiricist pedagogy on
social and moral skills when pupils start grade one and a total of
100% showed the importance of such skills. The findings confirm
the position that social and moral skills are useful during learning.
The following quotes would shed more light:
“Pupils from ECD centres can socialize, they can interact with
others in class very well.”
“Those from ECD are very confident of what they are doing.”
“They are developed.”
“Pupils who have been from ECD centres can easily share
things and do group work.”
“Pupils without social and moral skills fear teachers, are bully
and lack respect.”
“Pupils from ECD centres have been taught to be disciplined.”
“Socially, when they come together they share ideas and help
each other where they make mistakes.”
“Those form centres have been taught the essence of being
quiet.”
Travers et al ( [28]:99) say that the involvement of others demands give and take that teaches young children the basis of
forming relationships, decreasing egocentrism, recognition of
the right of others and a willingness to share. It is argued that
group discussions and activities for early childhood play an important role in enabling children to become less egocentric. Zindi,
Peresuh and Mpofu [29] highlight that two aspects of social development of children that are linked to children’s achievement
in schools are self-concept and moral development. Discipline is
the basis of all learning. Disciplined pupils pay attention, listen
attentively and follow instructions. Pupils who listen carefully
gain new knowledge through pupil-pupil and teacher-pupil interactions and tend to be corrected easily. Pupils who are less
egocentric share ideas and mix with others easily. They interact,
and it is through social interaction that pupils gain knowledge,
get help on basic skills like reading and number concepts. With
good social and moral skills pupils learn effectively and effective
learning enhances performance in class.
5.5 The influence of empiricist pedagogy on self-esteem,
self confidence, good language and questioning
and answering skills
Respondents were asked whether empiricist pedagogy has anything to do with self-esteem and child performance and (100%)
concurred. This finding is confirmed by the following quotes:
“Someone who is confident in herself learns better than one
who is not.”
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EDUCATION PRACTICE AND INNOVATION
“Child might fail to say the answer even if it is correct.”
“Lack of confidence makes the child perform badly.”
“Confident pupils are prepared to try some risks.”
“Those who have not developed emotionally are bully.”
“They start crying while others rush to collect their books for
writing.”
“Yes, self-esteem contributes to child performance.”
Zindi, Peresuh and Mpofu [29] say that self-concept is directly
linked to children’s achievement in schools. UNICEF [23] highlights that by being concerned with pupil’s feelings about himself,
expressing his feelings and being aware of other people’s feelings,
would develop understanding, self-confidence, patience, a positive self-image and skills in problem solving and in dealing with
stressful situations. It is argued that the academic self-concept
positively relates to school achievement. Pupils with high positive
self-esteem interact with peers and the teacher freely, they can
easily express themselves. Such freedom would help them to
ask questions where they do not understand and also to answer
questions and participate fully in lessons. Learning is a process
of questioning and answering. Pupils who express themselves
develop language much quicker. Language is a cornerstone in
the learning and understanding of concepts. With good language,
pupils gather confidence to express their feelings and ideas. Such
pattern of interaction and transaction enhances understanding
of concepts. Pupils who have confidence develop positive selfesteem which enhances the grasp of concepts. Pupils who have
grasped concepts perform well in class.
good problem solving skills easily attack and understand learning
material and this enhances their performance.
5.7 The effect of empiricist pedagogy on pupil participation and concentration
Respondents were asked about the effects of empiricist pedagogy
on pupil performance, (100%) of the respondents confirmed the
position. This findings confirms the position that lack of participation and activity adversely affects performance. This finding is
confirmed by the following quotes:
“When they learn while they are idle, they will sleep in class.”
“They will come in class, sit and start dozing.”
“Those who are engaged in activity perform better because
activity plays an important part in brain formation and development.”
“Those who are not occupied do not concentrate.”
“Pupils who participate need a lot of activity, they are energetic,
they want to learn.”
UNICEF ( [23]:288) highlights that children who are well nourished and healthy are bright, happy and alert, can paly and learn
a lot. Hawley in National Research Council ( [24]:158) is of
the view that by enhancing children’s health and developmental
status, interventions on nutrition at this early age are effective in
improving the chances for success in learning later on. Good nutrition helps pupils to develop the intellect. Pupils whose intellect
is well developed perform well in class. If pupils are well fed they
concentrate and participate in class, they become alert. Good performance in class is closely related to the level of concentration
and participation by pupils. They assimilate information, they get
5.6 The impact of empiricist pedagogy on drawing, story stimulated for intellectual growth and hence perform well.
telling, on imagination and self-expression
Respondents were asked the impact of empiricist pedagogy on
5.8 The benefits of the empiricist ECD pedagogy on
drawing and story telling as creative skills on pupils as they
formal education
start grade one and (100%) concurred. These findings confirm
Respondents were asked whether the empiricist ECD pedagogy
the position that the creative activities have an impact on pupil
benefits pupils when they come to grade one and (100%) conperformance. The following quotes will shed more light:
curred. The following quotes confirm this finding:
“They can do picture reading.”
“This benefits pupils in a way that they will be ready for learn“Pupils will be able to retell the story after being told by the
ing, they will not be shy, they will be mature enough for formal
teacher.”
education.”
“ECD centres teach creativity skills, e-e-em, they teach the
“The programme familiarizes pupils to formal education.”
pupils drawing, story telling and games.”
“E-e-e, when the child goes to preschool, he/she will be able
“Pupils from ECD centres are able to retell stories.”
to count, to read and to do oral work.”
“U-um, when children have not been exposed to ECD pro“When they go to school, they are already in good gear, the
grammes, they are not able to stand in front of others and tell a
teacher has somewhere to start from.”
story, they are shy, they are deprived, they can not raise up their
“It helps pupils to master concepts in grade one very easily.”
voices and they can not tell a story in sequence.”
“This programme helps pupils to be ready for grade one.”
“These pupils are already prepared for learning, they have
UNICEF [23] says that creativity is an important aspect of
social values, they can accept others, they can be put in groups.”
intellectual development and helps the child to think and look at
the results of what she is doing. Creative art, compositions, oral
Gordon and Browne ( [25]:5) say that ECD refers to group
and written an in fact, in all subjects and types of work. Pupils
settings deliberately intended to effect developmental changes
who have enough practice in creative activities have increased
in children from birth to the age of entering first grade. They
levels of imagination. Imagination is defined by UNICEF [23] as
further argue that it is during these years that the foundation for
“the ability to have powerful pictures in your mind.” Such pictures
future learning is set; these are the building block years. Morrison
help pupils to understand and solve problems in various school
( [26]:279) notes that the Perry Preschool Study came to the
subjects. Pupils with high levels of imagination bring novelty in
conclusion that results to age 19 indicate lasting beneficial effects
learning and create and tell stories in good language. They can
of preschool education in improving cognitive performance, in
solve complex problems in mathematics. Pupils who have got
scholastic placement and achievement during the school years and
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in decreasing delinquency and crime. ECD forms the base upon
which all learning develops. A strong foundation makes strong
buildings, buildings which in this case is future performance.
Stumps and blocks that may weaken the future performance of the
child are removed through the provision of the ECD foundation.
Strong foundations enhance cognitive performance. Decreased
delinquency means attending to all lessons and this brings a sense
of commitment and hard work in pupils. Committed pupils are
eager and have interest in learning. Empiricist ECD pedagogical
experiences therefore benefit the child in various ways when
she/he joins the formal system of education.
5.9 The relationship between exposure to empiricist
ECD pedagogy and pupil performance
Respondents were asked whether there is any relationship between exposure to empiricist ECD pedagogy and pupil performance (100%) of the respondents confirmed the position. This
study tries, among others, to establish whether there is any relationship between exposure to the empiricist ECD pedagogy and
pupil performance in grade one. This finding is confirmed by the
following quotes:
“Quite a strong relationship”
“Yes, the empiricist ECD programme is helping pupils to perform very well.”
“There is great relationship between exposure to empiricist
ECD pedagogy and pupil performance. Pupils perform very well
when they come to grade one.’
“As a pupil, I knew words like father, mother, from preschool.”
“I think empiricist ECD pedagogies are helping most of the
pupils in grade one to perform very well.”
Scarborough in National Research Council ( [24]:107) found
out that there was very high correlation between reading and
preschool activities. Gordon and Browne ( [25]:55) say that ECD
pupils are very successful in school and ECD experiences gives
pupils eagerness to learn. It is argued that children of preschool
are very active intellectually. McCartney, Scarr, Phillips and
Grajeckas cited in National Research Council’s [24] study found
that children who participated in the ECD programme had higher
scores on general measures of intelligence and on measures of
language skills when compared with those who did not. At ECD
centres, pupils are exposed to various brain stimulating activities.
These activities sharpen and develop thinking skills necessary for
learning. The development of language or reading ability enables
pupils to comprehend information in various subjects. To this
end, the success that pupils make in class is largely based on
experiences gained at ECD centres. If pupils have had enough
exposure to the ECD programme their performance is enhanced.
Hence, a positive relationship exists between exposure to ECD
and pupil performance.
6. Conclusions
31
pupils with experiences that sharpen their thinking skills
necessary for learning.
• The study also found out that pupils who are exposed to
the ECD programme perform well in class because they
are able to read, count and write before they get to grade
one. The acquisition of such skills would enable them to
perform well when they get to grade one.
• It was also observed that the ECD programme provides
pupils with the foundation for formal learning. The experiences that pupils get exposed to at the centres through the
ECD curricula are quite relevant and preparatory for future
learning. Hence ECD is a strong foundation for further
education and performance in class.
7. Recommendations
In the light of the above conclusions it is recommended that:
• Ministry of Education should open up ECDcentres at every
school.
• Ministry of Education should launch in-service courses and
workshops with ECD teachers in order to equip them with
ECD pedagogical skills.
• Heads of primary schools should supervise ECDcentres to
see to it that pupils are correctly socialized for grade one
work.
• Infant teachers should visit and take part at ECDcentres in
order to assist ECD teachers with proper methodological
skills for infant educators.
• Ministry of Education should come up with a policy requiring all schools to enrol only pupils who have graduated
from ECDcentres.
• Grade one teachers should have cover up programmes for
pupils without ECD background.
• Ministry of Education should provide per capita grants to
ECDcentres in order to cater for provision of resources that
enrich ECD environments.
8. Recommendations for further research
While the present study was specifically looking at the effect of
the ECD programme on pupil performance, further research can
look into:
• The dynamics of the learning process at the ECDcentres.
The following conclusions were made:
• The effectiveness of the ECD teachers.
• The study confirmed that there is a close relationship between exposure to the ECD programme and pupil performance at grade one level. The ECD programme provides
• The attitudes of the community towards the ECDprogramme.
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32
EDUCATION PRACTICE AND INNOVATION
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