Department of Early Childhood and Pre-Primary Education

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Browsing Department of Early Childhood and Pre-Primary Education by Author "Godfrey, Ejuu"

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    Design Thinking and Learning Material Utilisation Creativity in Early Childhood Teacher Education: A Case of Kyambogo University, Uganda
    (African Journal of Education, Science and Technology, 2023-04) Katungi, Juma; Godfrey, Ejuu; Grace, Lubaale
    In the recent past, we have seen a lot of innovations in children’s learning materials, equipment and spaces design due to the work of famous educators like Montessori, 1912 and Froebel, 1837. This has led to the development of a new landscape of how children’s learning spaces look like. Many children’s learning centers have heavily invested in spaces design and space equipment but despite all these developments, teachers in Uganda have registered limited success in the utilization of these facilities to enrich children’s learning experiences. This study was carried out to investigate how design thinking can be used to impact teaching spaces utilization creativity (Pacini-Ketchabaw, 2016; Hakim, 2017 & Masoumi, 2020). A Quasi-experimental with a mixed design approach was used with an embedded Pretest Post-test Design (Bhattacherjee, 2012). Quantitative and qualitative data was collected from a sample of a cohort of 64 in-service teachers studying a diploma in early childhood teacher education. Data was collected using observations, focused group interviews, and entries from the field notes. Using the Art world design thinking process, an experiment was developed to induce material utilization creativity. Alongside was a creativity observation to measure creativity indicators. This was used to measure creativity exhibited at pretest and posttest in both the control and experimental group. Data analysis used descriptive statistics for preliminary analysis and an independent group’s t-test for analyzing the difference between the control and experimental group. Findings showed that there was a statistically significant difference between the control and experimental group at post-test; this was attributed to the art world design thinking process.
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    “Ekisaakaate” (royal enclosure) living values-based contextual instruction pedagogy and early childhood moral learning outcomes in Buganda kingdom in Uganda
    (African Journal of Education, Science and Technology, 2023-04) Sarah, Mugerwa N.; Godfrey, Ejuu; Peter, Wanderi M.
    The study was prompted by the increasing moral decadence among the young children in Buganda Kingdom in particular and Uganda at large with many young people not being merciful, honest and loyal. They lack moral ethics, etiquette and are not responsible. Different approaches have been suggested as effective in promoting moral development of children, with no particular mention of one that uses a cultural value- based system. This study examined the relationship between ekisaakaate living values- based contextual instruction pedagogy and early childhood moral learning outcomes in Buganda Kingdom. Methodologically, cross-sectional research design guided the study. A sample of 159 ekisaakaate trainers were systematically selected to participate in the study and data were collected with the use of questionnaires. Descriptive and statistical analyses were used to analyze data collected. Frequencies and percentages were used to show the distribution of respondents on different items. Correlation was used to establish the relationships between the variables and in order to establish the predictor variable that contributed most to moral learning outcomes, a Simple Linear Regression (SLR) Analysis was used to establish the predictor variable that contributed most to moral learning outcomes. Results empirically revealed that active cooperative learning, problem-based approach to instruction and participatory learning have a positive influence on early childhood moral learning outcomes. Hence the study recommends that stakeholders such as early childhood education directors, teachers and parents in the respective early childhood centers should encourage the use of living values-based contextual instruction pedagogy to enhance early childhood moral learning outcomes.