Phd thesis on early childhood education

Phd thesis on early childhood education

Early Childhood Education: Early childhood education (ECE) is a branch of education theory which relates to the teaching of young children (formally and informally) up until the age of about eight. Classroom: A classroom is a learning space, a room in which classes are held Even though you may have the best ideas for an early childhood thesis topic, choosing the most suitable topic contributes to the entire outcome of the task as a blogger.com many students, making the right choice of a thesis topic is one of the most challenging aspects of thesis blogger.comted Reading Time: 5 mins The Early Childhood track in the Education PhD program requires a minimum of 60 credit hours beyond the master's degree. Students must complete 24 credit hours of core courses, 15 credit hours of specialization courses, 6 credit hours of independent study, and 15 credit hours of dissertation. All students must also complete the candidacy examination

Dissertations for Early Childhood Education - Learning & Technology Library (LearnTechLib)

Click here to Get this Complete Project Chapter Attachment in children is a biological inclination in which the youngster seeks proximity to an attachment figure when he or she detects or senses danger or discomfort. Attachment behavior is anticipatory in nature, anticipating a reaction from the attachment figure that would alleviate threat or discomfort. Attachment refers to a strong emotional tie formed between a newborn and his or her caregiver.

However, a kid is born with an intrinsic or inborn need to bond with a single primary attachment figure monotropy. Parents vary in their approach to and level of care for their children. Children develop phd thesis on early childhood education about their caregivers whether the caregiver is consistent and dependable or inconsistent and unreliable and about themselves in relationships as a result of repeated encounters with adults whether they are worthy of love or not.

These expectations, collectively referred to as the internal working model, become generalized in subsequent partnerships. Internal working models alter and grow throughout time as youngsters form new relationships. Thus, internal working models are the methods through which early attachment interactions influence subsequent development.

At an early age, children establish distinct attachment patterns depending on their experiences and interactions with their caregivers. Children exhibit four distinct attachment styles: secure attachment, anxious-ambivalent attachment, anxious avoidant attachment, and disordered attachment.

Academic success may be influenced by attachment quality in a variety of ways. Cognition is a broad term that encompasses a range of mental capacities such as knowledge, attention, memory, and working memory. This encompasses all stages of the problem-solving process, including problem identification, choice to pursue the issue, problem comprehension, option study, and action to attain your goals.

The critical skills of problem solving need students to have the abilities and methods necessary to overcome difficulties encountered in school and in life. Issue solving abilities involve recognizing and comprehending a problem, tracking progress toward resolving the problem, and assessing a solution to a problem. Several markers of problem-solving ability include youngsters displaying an understanding of cause and effect and the ability to apply past learning to a situation.

A problem is something you do not immediately know how to solve, a gap between where you are, and getting started on a part to a solution.

This means that the pupils require thinking and playing with the problem time, phd thesis on early childhood education. Phd thesis on early childhood education children are confident to behave in these ways they are then able to step into problems independently rather than depending on the teacher. Questioning, deep thinking, shared instructions should be supported and valued by the teacher to help children learn the skills they need to tackle their problems.

Achievement is influenced by the time spent on a task, and time on-task is greatly influenced by persistence Anatasi, Achievement is also influenced by attention control. When an individual is focused on a task, attention is sustained to enhance cognitive growth Anastasi, Also motivation for environmental mastery is an important contributor that helps foster Cognitive development Uzendoorn, The mediators are not exclusive, other factors, such as behaviour problems might also play a role.

It also emphasized the need for further research on the psychological and possibly biological mechanisms that cause affective factors which has an impact on Cognition processes. It seems evident that the importance of the attachment bond between caregiver and the child is especially relevant for theories of Cognitive development which emphasize social influences on cognition. Some marked weaknesses in the previous studies which created some gaps include inconsistent categorization of the attachment styles under secure and insecure attachment, and non use of standardized measurements, phd thesis on early childhood education.

Therefore, the present study examined the relationship between pupil-teacher attachment styles, phd thesis on early childhood education, Problem-solving competence, attention competence and academic achievement of middle basic Primary five children in Imo state. Although there have been many significant contributions to attachment research to date, most studies have focused on parent-child relationship during the formative years spanning infancy to preschool.

Moreover, there has been several observational reports from students on teaching practice and practicum observation concerning poor performance of primary school pupils in Early Childhood Education.

Part of the researchers worry is the role of the teacher as a Caregiver and nurturer which has changed overtime. There is inconsistency on the stability of the teacher- child relationship quality across classes because of inconsistency in teacher class allocation. The researcher investigated if these had relationship between child-teacher attachment styles, affection variables problem-solving and attention competences and academic achievement of children in Early Childhood Education, and also defined these relationships more broadly than has been envisioned before.

The study covered the following selected Pupil- teacher attachment variables namely: secure, anxious- ambivalent, and anxious- avoidant attachment styles. Cognition was delimited to variables with respect to problem-solving, attention competences while achievement in Early Childhood Education was delimited to whole numbers, fractions, ratio, proportion, addition and subtraction.

This study was delimited to selected primary 5 school pupils in Owerri Education zone one and two and specifically between the ages ofbecause they fall within the school-aged pupils and also for easy interpretation, understanding and filling of the instrument. The general purpose of this study is to determine the relationship between attachment style, cognition and academic achievement of children, specifically the study intends to:. Despite the limitations of this study, the non-significant findings are important and can contribute substantially to the field of psychology.

This study will inform attachment researchers, cognition researchers, as well as researchers in the area of resilience, because it broadens our understanding of the different variables involved in the resilience of children, their cognition competences and academic achievement. These may influence cognition functioning, academic performance and attainment of phd thesis on early childhood education skills. This area of research is always relevant because it identifies the factors that are involved in offering protection or building resilience in children with less than optimal adjustment and low quality phd thesis on early childhood education with their parents and teachers.

Furthermore, this information may also help school psychologists, teachers, parents in assisting students with less optimal attachment patterns and those with low resilience to succeed in the academic environment and in life. Ho 1 : There is no significant relationship between anxious-ambivalent attachment style and achievement of children in Early Childhood Education.

Ho 2 : There is no significant relationship between anxious-avoidant attachment style and academic achievement of children in Early Childhood Education. Ho 3 : There is no significant relationship between secure attachment style and academic achievement of children in Early Childhood Education.

Ho 4 There is no significant relationship between problem solving competence and academic achievement of children in Early Childhood Education, phd thesis on early childhood education. Ho 5 There is no significant relationship between attention competence and academic achievement of children in Early Childhood Education. Ho 6 There is no significant relationship between attachment styles and academic achievement of children in Early Childhood Education.

Ho 7 There is no significant relationship between cognitions and academic achievement of children in Early Childhood Education. Ho 8 There is no significant relationship between attachment styles, cognition and academic achievement of children in Early Childhood Education. Early Childhood Education. Whatsapp or SMS - Statement of the Problem Although there have been many significant contributions to attachment research to date, most studies have focused on parent-child relationship during the formative years spanning infancy to preschool.

Scope of the Study The study covered the following selected Pupil- teacher attachment variables namely: secure, anxious- ambivalent, and anxious- avoidant attachment styles. Purpose of the Study The general purpose of this study is to determine the relationship between attachment style, cognition and academic achievement of children, phd thesis on early childhood education, specifically the study intends to: find out the relationship between anxious-ambivalent attachment style and academic achievement of children in Early Childhood Education; find out the relationship between anxious-avoidant attachment style and academic achievement of children in Early Childhood Education; find the relationship between secure attachment style and academic achievement of children in Early Childhood Education; examine the relationship between problem solving competencies and academic achievement of children in Early Childhood Education; and examine the relationship between attention competencies and academic achievement of children in Early Childhood Education.

Significance of the Study Despite the limitations of this study, the non-significant findings are important and can contribute substantially to the field of psychology. Research Questions The researcher posed the following research questions to guide the study: What is the relationship between Anxious-ambivalent attachment style and achievement of children in Early Childhood Education? What is the relationship between anxious—avoidant, attachment style and academic achievement of children in Early Childhood Education?

What is the relationship between secure attachment style and academic achievement of children in Early Childhood Education? What is the relationship between problem- solving competence and academic achievement of children in Early Childhood Education? What phd thesis on early childhood education the relationship between attention competence and academic achievement of children in Early Childhood Education? Related Posts. WhatsApp us, phd thesis on early childhood education.

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Early Childhood Education and Care (ECEC) PhD - College of Education and Human Development

The researcher investigated if these had relationship between child-teacher attachment styles, (affection variables) problem-solving and attention competences and academic achievement of children in Early Childhood Education, and also defined these relationships more broadly than Even though you may have the best ideas for an early childhood thesis topic, choosing the most suitable topic contributes to the entire outcome of the task as a blogger.com many students, making the right choice of a thesis topic is one of the most challenging aspects of thesis blogger.comted Reading Time: 5 mins The Early Childhood track in the Education PhD program requires a minimum of 60 credit hours beyond the master's degree. Students must complete 24 credit hours of core courses, 15 credit hours of specialization courses, 6 credit hours of independent study, and 15 credit hours of dissertation. All students must also complete the candidacy examination