Communicative Approach as a Tool for Relating Reading and Writing Skills in Early Childhood Education

• Authors: Nwachukwu Prince Ololube , Teinye Briggs , Peter James Kpolovie , Salome Uwaoma Ezindu
• Languages of publication: EN

Abstracts

EN

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.

Keywords

EN

communicative approach; reading and writing; early childhood; education; professionalism; teaching competencies

• Publisher: Sciendo
• Journal: Discourse and Communication for Sustainable Education
• Year: 2010
• Volume: 1
• Issue: 2
• Pages: 34-54

Dates

published

2010-06-01

online

2013-06-15

Contributors

author

Nwachukwu Prince Ololube

• Department of Educational Management, Faculty of Education, University of Education, P. M. B. 5047, Port Harcourt, Nigeria

author

Teinye Briggs

• University of Oulu, Oulu, Finland

author

Peter James Kpolovie

• University of Port Harcourt, Nigeria

author

Salome Uwaoma Ezindu

• University of Port Harcourt, Nigeria

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Identifiers

DOI

10.2478/dcse-2013-0013