Attitude of Students Towards the Study of Early Childhood Education

1.0 Introduction

1.1 Background of Study

Early childhood education itself, as a distinct academic discipline, began to gain prominence in the late 19th and early 20th centuries. Prior to this period, early childhood care was largely seen as the responsibility of the family, with little formal educational training or recognition given to early childhood educators (Baker, 2018). In the early stages of its development, early childhood education was viewed more as a nurturing role than an academic pursuit. It was primarily occupied by women, often mothers or caregivers, and the profession had little prestige within educational systems or society at large. (Jones & Roberts, 2017).

According to Williams and Brown (2019), students entering early childhood education programs in the late 20th and early 21st centuries often held ambivalent or negative attitudes toward the field. The enduring stereotype of early childhood education as merely "babysitting" or "playtime" persisted, making it harder for students to view the discipline as a serious or intellectually stimulating career path. This perception was particularly prevalent in countries where the teaching profession was highly competitive and more esteemed in other educational domains.

In recent years, the field has made strides toward improving the public perception of early childhood education. The increasing body of research demonstrating the importance of early learning in brain development has been influential in changing these attitudes (Heckman, 2006). Additionally, governments and educational institutions have introduced policies aimed at improving the quality of early childhood education by requiring higher standards for educators and offering more advanced professional development opportunities (Baker, 2018).

Early childhood education refers to the period of learning that takes place for children typically aged 0 to 8 years, which is considered a critical stage for cognitive, emotional, and social development. It includes both formal and informal educational experiences and is often seen as foundational for lifelong learning (Berk, 2013). Early childhood education plays a vital role in laying the foundation for lifelong learning and development. It encompasses the formative years of a child's life, emphasizing holistic growth in cognitive, social, emotional, and physical domains.

According to Smith and Jones (2020), positive attitudes toward early childhood studies are linked to higher levels of motivation, creativity, and empathy, which are essential traits for educators working with young children. Conversely, negative attitudes may arise from misconceptions about the field, such as underestimating its complexity or viewing it as less prestigious compared to other education disciplines (Williams et al., 2019). Research has shown that the attitudes of students toward a field of study are shaped by multiple factors, including societal perceptions, personal interests, and exposure to relevant experiences.

According to Smith and Brown (2021), students often enter early childhood education programs with mixed attitudes due to the undervaluation of the profession in many societies. For instance, the misconception that early childhood education is merely “babysitting” rather than a highly skilled and impactful profession can lead to negative perceptions among students (Johnson & Lee, 2020).

Students' attitudes toward early childhood education are influenced by their educational backgrounds and exposure to the field. As noted by Anderson and Kelly (2022), students who have experienced high-quality early childhood education themselves or who have been mentored by passionate educators are more likely to develop positive attitudes toward the field. Therefore, in Nigeria where the research was carried out, the activities that was conducted is to explore students' attitudes toward the study of early childhood education, identifying factors that promote or hinder interest in the field.

1.2 Statement of Problems

Investigation revealed that students' attitudes toward the study of early childhood education significantly influence their decision to pursue a career in the field, their engagement in related academic programs, and the quality of their future contributions as educators. Despite the growing recognition of early childhood education as a vital aspect of children's development, many students still exhibit ambivalent or negative attitudes towards it (Williams & Brown, 2019).

As such, students frequently perceive early childhood education as "babysitting" or an unimportant academic pursuit, rather than a highly specialized area of study requiring deep pedagogical knowledge and skill (Jones & Roberts, 2017). Research by Smith and Brown (2021) suggests that misconceptions about the profession continue to discourage students from considering early childhood education as a viable career path. Students may be influenced by the lack of public recognition for early childhood educators, leading them to undervalue the potential impact they could have on children's long-term development. Furthermore, students' attitudes toward this field are influenced by various factors, including prior exposure to quality early childhood programs, societal views, and personal experiences with education (Johnson & Lee, 2020). Therefore, it is essential to explore the underlying factors that shape students' attitudes toward studying early childhood education and to understand how these attitudes affect the recruitment of future educators.

1.3 Aim and Objectives of Study

The aim of the study is to investigate the students' attitudes toward the study of early childhood education. The specific objectives of the study are:

1. To examine the factors influencing students' attitudes toward the study of early childhood education, including societal perceptions, and academic exposure.
2. To assess the role of cultural and societal views on the professional status of early childhood educators in shaping students' perceptions of the field.
3. To explore the impact of prior exposure to early childhood education programs on students' attitudes and interest in pursuing this career.
4. To investigate the challenges and misconceptions that may hinder students from developing positive attitudes toward early childhood education as an academic discipline.
5. To identify strategies for improving students' attitudes toward the study of early childhood education and fostering greater interest and engagement in the profession.

1.4 Research Questions

The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:

• Are there factors influencing students' attitudes toward the study of early childhood education?
• How do societal perceptions and cultural views of early childhood education impact students' interest in pursuing it as a field of study?
• In what ways does prior exposure to early childhood education programs affect students' attitudes toward this discipline?
• What are the common misconceptions or challenges students face that affect their attitudes toward early childhood education?
• How do students' perceptions of the professional status and career prospects in early childhood education influence their decision to pursue or avoid this field of study?
• What strategies or interventions can be implemented to improve students' attitudes and increase engagement in the study of early childhood education?

1.5 Research Hypothesis

In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.

• H₀1: There is no significant difference in students' attitudes toward the study of early childhood education based on their prior exposure to early childhood education programs.
• H₀2: Students who have prior exposure to high-quality early childhood education programs have more positive attitudes toward the study of early childhood education than those with limited or no exposure.

1.6 Significance of Study

The study will be crucial to educational institutions in guiding the development of curriculum and teaching strategies that better align with students' interests and perceptions, thereby increasing enrollment and engagement in early childhood education programs.

Additionally, teachers and educators in early childhood education will benefit from the study as it will highlight the challenges and misconceptions students face, allowing them to better support and motivate prospective students and improve the image of the profession.

Furthermore, the study will be of significance to students themselves, as it will help them better understand the value and opportunities in early childhood education. By addressing barriers and misconceptions, the study will encourage more students to view the field as a meaningful and rewarding career choice.

Lastly, parents and communities will benefit from the findings, as the study will help raise awareness of the critical role early childhood education plays in children's development.

1.7 Scope of Study

The scope of the research is focused on the Attitude of Students Towards the Study of Early Childhood Education.

1.8 Limitations of the Study

During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:

1. Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
2. Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
3. Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.

1.9 Definition of Terms

Attitude:

Attitude refers to a settled way of thinking or feeling about something, typically reflected in a person's behavior. In the context of this study, it refers to students' overall feelings, beliefs, and perceptions toward the study of early childhood education, including their motivation to pursue the field as a career (Ajzen, 2001).

Early Childhood Education (ECE):

Early childhood education refers to the period of learning that takes place for children typically aged 0 to 8 years, which is considered a critical stage for cognitive, emotional, and social development. It includes both formal and informal educational experiences and is often seen as foundational for lifelong learning (Berk, 2013).

Students:

In this study, students refer to individuals enrolled in educational programs at the tertiary level who are considering or have expressed an interest in the study of early childhood education. These students may be in their undergraduate or diploma programs (Williams & Brown, 2019).