The effectiveness in using multi-media in preschool education, a case study of little angels montessori

Project Abstract

This research project delves into the effectiveness of utilizing multimedia tools in preschool education, with a specific focus on the case study of Little Angels Montessori. The study aims to explore the impact of multimedia integration in enhancing the learning experience of preschool children, considering aspects such as engagement, retention, and overall academic performance. By analyzing the practices and outcomes at Little Angels Montessori, this research seeks to provide insights into the benefits and challenges associated with incorporating multimedia in early childhood education. The research methodology involves a combination of qualitative and quantitative approaches, including observations, interviews with teachers, parents, and students, as well as collecting data on academic progress and attitudes towards multimedia-based learning. Through these methods, the study aims to gather comprehensive data that can offer a nuanced understanding of the role of multimedia tools in preschool education. Findings from the research highlight the positive effects of multimedia integration in preschool education, showcasing enhanced engagement levels among students and improved retention of information. The study also reveals that multimedia tools can cater to different learning styles, allowing for personalized learning experiences tailored to individual children's needs. Additionally, the research sheds light on the challenges faced by educators in implementing multimedia resources effectively, such as technical issues, limited access to technology, and the need for specialized training. Overall, the results suggest that the use of multimedia in preschool education, as evidenced by the case study of Little Angels Montessori, can be a valuable asset in promoting holistic development and academic success in young learners. The findings of this research contribute to the existing literature on early childhood education and provide practical insights for educators, policymakers, and parents on the benefits of incorporating multimedia tools in preschool curriculum.

Project Overview

<p> </p><p><strong>INTRODUCTION</strong></p><p>&nbsp;</p><p>1<strong>.2. Background of the Study</strong></p><p>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)</p><p>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).</p><p><strong>1.2.1. The concept of pre-primary education</strong></p><p>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.</p> <br><p></p>