Project Abstract

Abstract
This study explores the effectiveness of using multimedia in preschool education, focusing on a case study of Little Angels Montessori. The integration of multimedia tools, such as videos, interactive games, and educational apps, has become increasingly common in early childhood education. This research aims to investigate how the use of multimedia resources impacts learning outcomes, engagement, and overall educational experience for preschoolers at Little Angels Montessori. The research methodology includes a mixed-methods approach, combining quantitative data from pre- and post-assessment tests with qualitative insights gathered through observations, interviews, and surveys. The study will assess the children's academic performance before and after the implementation of multimedia tools, as well as their level of motivation, interest, and interaction during multimedia-enhanced lessons. The findings of this research will contribute to the existing body of literature on the benefits and challenges of integrating multimedia in preschool education. By focusing on a specific case study at Little Angels Montessori, this study will provide valuable insights into the practical implications of using multimedia tools in a real-world educational setting. The results will inform educators, parents, and policymakers about the potential of multimedia to enhance learning experiences for young children and improve educational outcomes. Overall, this research seeks to evaluate the effectiveness of using multimedia in preschool education and to identify best practices for integrating multimedia resources in early childhood learning environments. Through a comprehensive analysis of the impact of multimedia tools on preschoolers' learning and engagement, this study aims to provide evidence-based recommendations for optimizing the use of multimedia in early childhood education settings like Little Angels Montessori.

Project Overview

INTRODUCTION

 

1.2. Background of the Study

In both industrialized and developing nations, preschool education has been shown to bring critical gains to children’s social, physical, emotional and cognitive development. The importance of early learning has been increasingly recognized both in its own right and many believe it may enhance subsequent academic performance (Mmari, 2008). The importance of the quality of children’s early home and preschool environments in formal school has been strongly supported by research evidence. Mmari, (2008); Kalua, (2004); Weikart, (1999)

The history of provision of education to pre- primary school started as early childhood care. It started during the colonial period. In Nigeria pre-primary school was started by religious organizations, NGOs and minority racial groups. These pre-school institutions included bush schools, madras (Quranic schools), nursery schools, kindergartens and day care centres. (Omari, 1973). After independence in 1960, there was some pressure from few parents for pre-school education of their children. The reasons given for pre-school education were growth of towns and disruption of communal child rearing practices, working mothers, development of modern technologies and the appearance of nuclear families. Later in the development of villages after 1967 the prevailing situation required that women should be freed so as participate fully in economic production in the new villages (Kweka, 2000). The expansion of primary education in the country also meant that older children would not be at home taking care of their young brothers or sisters. At the same time some parents looked at pre-school education as a good preparation for formal schooling. This would thus enable their children to do better in primary school education and secure a place in secondary schools. (Kweka 2000).

1.2.1. The concept of pre-primary education

Pre-primary education refers to education provided to children usually aged 5-6 years so as to prepare them for formal primary Education (MoEC, 1995 and Mbise, 2000). In preprimary education the students are expected to learn pre-reading skills, pre-writing skills, and counting skills (Reuben 2005). Castle (1993) underscored the importance of pre-primary education as to give children the opportunity to learn, play together, to share toys, to use their hands, feet and eyes, to gain self-confidence, to learn how to keep clean, how to dress and how to use their bodies. The children also sing and recite poems, which improve their speech and memory. The formalization of pre-primary education in Nigeria was first recommended in the year of the child 1979 in UNICEF report. The Ministry of Education and Culture at that time was entrusted to provide guidance and resources for the establishment and administration of public pre-primary schools.