Open AccessCommunicative Approach as a Tool for Relating Reading and Writing Skills in Early Childhood Education
Author(s) -
Nwachukwu Prince Ololube,
Teinye Briggs,
Peter James Kpolovie,
Salome Uwaoma Ezindu
Publication year - 2010
Publication title -
discourse and communication for sustainable education
Language(s) - English
Resource type - Journals
eISSN - 2255-7547
pISSN - 1691-6301
DOI - 10.2478/dcse-2013-0013
Subject(s) - reading (process) , early childhood education , psychology , pedagogy , early childhood , professional development , value (mathematics) , mathematics education , teacher education , teaching method , developmental psychology , political science , computer science , machine learning , law
This study dwells upon communicative approach as a tool for relating reading and writing skills in early childhood education in a developing economy. The quantitative data was gathered through the use of structured questionnaires and was analysed using SPSS version 17. This study confirms that teachers in the selected early childhood education centres (ECEC) have no professional early childhood education qualifications and, as a result, are not qualified to effectively carry out their teaching responsibilities. It is hoped that this study can contribute to a deeper understanding of how early childhood education teachers perceive language teaching and consequently assist in the development of teacher education programmes and activities. Teacher training and education courses must play a more active role in informing trainee teachers of the instructional value of communicative approach in the teaching and learning of the English language. This study provides parents, teachers, researchers, the public and those who manage education systems with new data that will help them to answer questions about the failing state of education in Nigeria.