Teachers’ Content Knowledge of Early Childhood Care Development and Education Policy Documents and Pedagogical Skills: Implications for Preschoolers’ Active Participation in Learning

Abstract

Early years are the most important in the life cycle of every human being. Therefore, learning at this stage is optimal and the future of growing child relies on the quality of learning experiences that are logically and purposefully carried out by knowledgeable and skilled teachers. The study therefore investigated public teachers' content knowledge of ECCDE policy documents, pedagogical skills and the implications for preschoolers' active participation in learning. Correlation research design was used for the study. All teachers/caregivers in public preschools in Epe local government area of Lagos State, Southwest Nigeria constituted the population of the study. The sample comprised of eighty (80) preschool teachers/caregivers from fifty-one (51) public primary schools with linkage classes in the study area. Purposive sampling technique was used, based on the fact that, the study covers the entire target population. Two selfdesigned instruments were validated and used for data collection, which were Teachers' Content Knowledge of ECCDE Policy Documents Questionnaire (TCKEPDQ a= 0.86) and Teachers' Pedagogical Skill /Preschoolers' Learning Participation Observation Schedule (TPSPLPOS a= 0.81). Result showeda positive significant relationship between preschool teachers/caregivers' level of knowledge of ECCDE policy documents and their pedagogical skills. The study also revealed that most preschoolers were passive participants in learning processes due to teacher-centered approach employed. The study therefore recommends periodic training for preschool teachers/caregivers and regular monitoring of learning activities in public preschools.