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| Teachers Awareness of Child-Friendly School (CFS) Environment Model and Its Influence on the Optimal Learning and Development of School Children in Relation to Quality Assurance
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AKEREDOLU, O. OLUKEMI and ADEDIRAN Aliu Adedayo
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Abstract:
The Child-Friendly School (CFS) model is a philosophical approach which emphasizes that schools should operate in the best interest of the children, hence a child friendly school is considered a place where optimal learning and development of children is guaranteed. It is therefore expected that a CFS model compliant school should be quality assured to take cognizance of the rights of all children and ensure safety. However, observations revealed that the general learning and developmental conditions subjected to in-school children in Nigeria is against the provisions and principles of CFS model and this has not only created a margin in developmental milestones achievement but also, children could not favourably compete at all spheres with their counterpart in developed countries. This study adopted a descriptive survey research design. The population comprises all preschool teachers in Ijebu-Ode Local Government Area of Ogun State. Simple random sampling technique was adopted to select 15 private and 10 public preschools, 4 preschool teachers from each selected preschool classes. In all, 100 preschool teachers were selected. Four Self-designed questionnaire were designed to elicit information from the respondents. The instruments were subjected to validity through experts and the reliability were ascertained using cronbach alpha technique Descriptive statistics (frequency count, simple percentage, mean and standard deviation) was used for data analysis. The study revealed that preschool teachers have fair knowledge of CFS model, preschool teachers are fairly knowledge of the provisions ad expectations of the CFS model. Also, that the CFS model has positive influence on children's' developmental domain. It was recommended among others that government and private school owners should organize staff development training on best acceptable global practices so as to improve on teachers' professional skills which will ultimately influence their pedagogical expertise.
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