A Survey of Teachers’ Knowledge and Application of Teaching Techniques in Early Childhood Education

Abstract

The primary purpose of this study was to identify teachers’ knowledge of teaching techniques and how they were applied in Early Childhood education, whether their qualifications contributed to their knowledge and effective use of teaching techniques as well as the areas they found challenging in the discharge of their duties. The study was anchored on the play theory by Jean Piaget. Using the survey method and with the aid of a questionnaire as an instrument, the researcher sampled the opinions of 53 teachers purposively selected from 10 schools in Oredo Local Government Area of Edo State.  The findings showed that the teachers were fully aware of teaching techniques. The techniques or methods commonly used were play-way, demonstration, activity method, dramatization and role playing method. Also, the act of questioning was mostly applied and they adopted whatever technique that helped them to deliver the lessons. Majority of the respondents also admitted that the knowledge of subject matter contributes to the effective use of teaching techniques. Based on the findings, recommendations were made that government and other regulatory bodies should ensure that only professionally qualified teachers were recruited to teach Early Childhood Education. The teachers need to constantly acquaint themselves with subject matter that they teach since the knowledge of subject matter contributes to knowledge and application of teaching techniques. It was also recommended that teachers should be humble enough to invite professionals to help them in areas where they have difficulty instead of adopting any method that seems right to them. They should always consult, collaborate with or seek for assistance from experienced teachers.