A comparative study on pedagogies utilized in International and National Nursery Schools in Kampala District
Wepukhulu, Lunyolo Mary
MetadataShow full item record
The purpose of the study was to compare pedagogies utilized in international and national nursery schools. It was guided by four objectives that is to say, to compare methods of teaching, used in international and national schools, to find out whether learning materials used in international and national nursery school bring out holistic development of children, classroom setting in international and national nursery schools bring up the purpose of pre- school education and whether learning activities used in international and national nursery schools are developmental to learners. The study was both qualitative and quantitative involving a number of 35 teachers selected purposively from international and national schools. Data was collected from head teachers and teachers using, the interview guide, observation guide and a questionnaire. Data was analyzed using the critical analysis method basing on the key themes of the study. The findings of the study revealed that the teaching methods employed in international nursery schools were more appropriate as compared to those from national nursery schools. It also revealed that instructional materials utilized in international schools would enable a child develop holistically than those used in national nursery schools. It was further revealed that the classroom setting in international nursery schools could bring out the purpose of pre-school education and finally revealed that activities given to learners in international nursery schools are more developmental than those in national nursery schools as they concentrated on the writing activity in every lesson. From the study findings it was concluded that the a wide range of teaching methods were employed in international nursery schools while in national nursery schools it was predominantly chalk and talk method accompanied with singing, turn taking, and round table etc. In addition it was concluded that international nursery schools use a variety of learning materials like model televisions, counters, individual cards, charts, wood blocks and clays which bring out holistic development yet national nursery schools use more of charts, chalkboard which do not adequately bring about holistic development of children of nursery level. Further more it was concluded that the classroom setting in the international nursery schools with all the learning areas is the ideal and appropriate to bringing out the purpose of pre-school education compared to the classroom setting in the national nursery schools where most of the learning areas were missing. Finally it was concluded that learning activities given to children in international nursery schools especially those that allow children to do activities on their own are developmental. However, writing activity done by children in national nursery schools is the order of the day which in most cases affects children’s handwriting in future if not handled with care. Therefore, the researcher recommended Ministry of Education and Sports, Education administrators at District and at school level to do the following: Emphasize the use of all teaching methods like singing, story telling, role play and observation in both categories of schools (international and national) as these help in realizing effective teaching and learning of pupils in the two settings. Inspection should be carried out with emphasis on suggested methodologies that teachers should apply. The government should assist national nursery schools to acquire learning materials like wood blocks, cards, counters, jig saws, beads among others which are in plenty in international schools. Nursery schools should in addition get grants, donations and begin projects that would enable them get enough funds to buy learning materials that will enable them give holistic education to children. The ministry should also make it a requirement for every nursery education centre be it international or national to have all the learning areas in their classrooms to bring out holistic development. In the same way supervisors and inspectors of schools should ensure that all learning areas are in place to allow holistic development. For a nursery school to be given a license it should be cross checked to see whether the space is enough to allow all the learning areas fit in the classroom. Finally, all learning activities like modeling, singing, threading, construction, printing, water and sand play among others should be given to children in both international and national nursery schools.