OUTCOME OF PIAGETS THEORY IN PRESCHOOL NUTRITION EDUCATION AND ITS LINK TO THEIR ACADEMIC PERFORMANCE IN PORT HARCOURT METROPOLIS

TABLE OF CONTENT

Title page

Approval page

Dedication

Acknowledgment

Abstract

Table of content

CHAPTER ONE

INTRODUCTION

1.1        Background of the study

1.2        Statement of problem

1.3        Objective of the study

1.4        Research Hypotheses

1.5       Research question

1.6        Significance of the study

1.7        Scope and limitation of the study

1.8       Definition of terms

1.9       Organization of the study

CHAPTER TWO

LITERATURE REVIEW

2.1   theoretical review

2.2   Conceptual review

2.3   empirical review

CHAPETR THREE

RESEARCH METHODOLOGY

3.1        sources of data collection

3.3        Population of the study

3.4        Sampling and sampling distribution

3.5         Area of the study

3.5        Validation of research instrument

3.6        Method of data analysis

CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS AND INTERPRETATION

4.1    Introductions

4.2    Data analysis

CHAPTER FIVE

5.1    Introduction

5.2    Summary

5.3    Conclusion

5.4    Recommendation

Appendix

 

 

 

 

Abstract

The preschool period is a time when children learn many concepts and develop life-long habits. In that period, children learn about appropriate and balanced nutrition and acquire good eating habits for later years. Piaget determined that children’s cognitive development is important for their understanding of and learning about the world around them. Piaget’s theory can be used as a guide in nutrition education. In fact, it helps to design effective nutrition education appropriate for the developmental stages of childhood. The purpose of this study  is to describe Piaget’s theory and nutrition education based on this theory. This study will discuss how Piaget’s theory is to be used in the development of nutritional habits of preschool children and will make an attempt to provide a viewpoint for those who provide nutrition education and how it affect the academic performance of the pupil.

 

 

 

 

CHAPTER ONE

                                        INTRODUCTION  

1.1 Background of the study

Nutrition is one of the basic needs of life. Nutrition education in the early years of life, particularly in the preschool period, is very important for an individual’s health throughout life. Nutritional experiences at a young age influence nutritional habits in adulthood. For this reason, nutrition education should be continuous, effective and directed towards all family members. It should include the following stages: offering of education, acquisition of knowledge, formation of attitudes and behavior development. Parental eating habits have a direct or indirect effect on their children’s eating styles1-3. The preschool period is a time when children develop many habits likely to continue in adulthood. It is important that children not only acquire knowledge about appropriate and balanced nutrition, but also develop good eating habits. However, the article will mainly focus on nurses since health and wellness of children are two important nursing concepts and nutrition is the key to health and wellness. In fact, it is important that nurses use appropriate educational methods while teaching children about nutrition. The Federal Republic of Nigeria (2004) in her National Policy on Education posits that the pre-primary school child falls within the age bracket of 0-6 years while Maduewesi (1999) views pre-primary school children as young children between 2-5 years engaged in specially designed academic programmes before the age of formal schooling. It is necessary that all who are involved in the education of the child understand and get acquinted with the pre-primary school child. The pre-primary school children possess certain characteristics which are peculiar to them. According to Abidoye and Agusiobo (2000), these pre-school children are egocentric. That is, they view the world from their own perspectives. They are curious in nature. Their world is filled with excitement. The curiosity varies according to the center of interest at any given time. The children love exploration and in fact, they are investigators. Their love for exploration is 1 2 demonstrated in their spoiling of new toys and trying to put them together again. Abidoye and Agusiobi(2000) see the children as being energetic and because of this, they cannot sit still for long periods of time. They prefer to do things than listen. Even while listening, they move their bodies restlessly. These pre-school children like to achieve their objectives. They often spend unusual length of time and efforts to solve problems that interest them. Problem solved gives them a feeling of satisfaction and a sense of accomplishment. Hence, they are persistent. More interestingly, children are valuable assets from God. They are fragile and the future of any society. That is why they must be well protected and nurtured. They must be well taught both at home and at school. This is because this stage is a critical and delicate period of human life when children are easily influenced and the consequences of such influence greatly affect their adulthood. As observed by Anon (2013), under the age of six, children absorb information without effort, and this stage of development provides critical foundation for the children’s character, learning and growth. Piaget’s theory offers a precise definition of children’s cognitive development, emphasizes a child-centered approach, underlines play and self-discovery and provides guidance in the preparation of age-specific education contents. For these reasons, Piaget’s theory was used to focus on nutrition education for preoperational children. The first purpose of this article is to plan nutrition education for preschool children based on Piaget’s Cognitive Development Theory. The second purpose is to provide guidance for all those who give nutritional education to children, such as pediatric nurses, dieticians, child development specialists and preschool teachers, in designing nutrition education appropriate for the developmental stages of childhood according to Piaget’s theory. Nurses’ knowledge about Piaget’s process of cognitive development will play a major role in their attitude towards children. A nurse who has a good understanding of cognitive development in children is aware of a child’s thinking patterns and the changes that occur during different developmental stages and can make use of this information to develop and maintain communication with children that are likely to play a role in a positive child-nurse relationship. It is important for nurses to learn the process of cognitive development in childhood as they plan nutrition education for children.

1.2 STATEMENT OF THE PROBLEM

The preschool period is a time when children develop many habits likely to continue in adulthood. It is important that children not only acquire knowledge about appropriate and balanced nutrition, but also develop good eating habits. However, the article will mainly focus on nurses since health and wellness of children are two important nursing concepts and nutrition is the key to health and wellness. In fact, it is important that nurses use appropriate educational methods while teaching children about nutrition. Piaget’s theory offers a precise definition of children’s cognitive development, emphasizes a child-centered approach, underlines play and self-discovery and provides guidance in the preparation of age-specific education contents. It is unfortunate that most parent and educationist are ignorance of the potency of Pigets theory in preschool nutrition education to the education development of the wards, it is in view of the above that the study becomes pertinent.

1.3 OBJECTIVE OF THE STUDY

The main objective of the study is to ascertain the outcome of Piagets theory in preschool nutrition education and its link to their academic performance in Port Harcourt. But to aid the completion of the study, the researcher intend to achieve the following specific objectives;

1. i) To examine the effect of preschool nutrition on the academic performance of student
2. ii) To examine the relationship between Pigets theory and pupil academic performance in Port Harcourt

iii) To ascertain the role of preschool nutrition education on the mental development of pupil

1. iv) To ascertain the impact of Pigets theory in the development of nutritional education in port Harcourt.

1.4 RESEARCH QUESTION

The following research questions were formulated by the researcher to aid the completion of the study;

1. i) Does preschool nutrition education play any role on the mental development of pupil?
2. ii) Does Pigets theory have any effect in the development of nutritional education in port Harcourt?

iii) Is there any relationship between Pigets theory and pupil academic performance in Port Harcourt?

1. iv) Does preschool nutrition have any effect on the academic performance of student?

1.5 RESEARCH HYPOTHESES

The following research hypotheses were formulated by the researcher to aid the completion of the study

H₀: there is no relationship between Pigets theory and pupil academic performance in Port Harcourt

H₁: there is a relationship between Pigets theory and pupil academic performance in Port Harcourt

H₀: preschool nutrition does not have any effect on the academic performance of student

H₂: preschool nutrition does have an effect on the academic performance of student

1.6 SIGNIFICANCE OF THE STUDY

The purpose of any research is to make a significant contribution to knowledge. This research, therefore, makes a general evaluation of resources, which are very important and necessary for the successful implementation of early childhood care development and education curriculum in public schools/classes of Rivers States of Nigeria. The findings will be useful to curriculum planners and other stakeholders, such as the Federal Ministry of Education (FME), Universal Basic Education Commission (UBEC), the States Universal Education Boards (SUBEBs), Local Government Education Authorities (LGEAs), teachers, parents and Non-Governmental Organizations (NGOs) in guiding them to appreciate the significance of the programme as well as in the provision of resources required for the successful implementation of the ECCDE curriculum

1.7 SCOPE AND LIMITATION OF THE STUDY

The scope of the study covers outcome of Piagets theory in preschool nutrition education and its link to their academic performance in Port Harcourt metropolis in Rivers state Nigeria. But in the cause of the study, there are some factors that limit the scope of the study;

1. a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study
2. b) TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.
3. c) Organizational privacy: Limited Access to the selected inmate makes it difficult to get all the necessary and required information concerning the activities.

1.8 OPERATIONAL DEFINITION OF TERMS

Outcome

In probability theory, an outcome is a possible result of an experiment. Each possible outcome of a particular experiment is unique, and different outcomes are mutually exclusive.

Piagets theory

Jean Piaget’s theory of cognitive development suggests that children move through four different stages of mental development.

Nutrition

Nutrition is the science that interprets the interaction of nutrients and other substances in food in relation to maintenance, growth, reproduction, health and disease of an organism. It includes food intake, absorption, assimilation, biosynthesis, catabolism, and excretion.

Preschool

A preschool, also known as nursery school, pre-primary school, playschool or kindergarten, is an educational establishment or learning space offering early childhood education to children before they begin compulsory education at primary school

1.9 ORGANIZATION OF THE STUDY

This research work is organized in five chapters, for easy understanding, as follows

Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study. Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature. Chapter three deals on the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding.  Chapter five gives summary, conclusion, and recommendations made of the study

 

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