1.1 Introduction
The quality of early childhood education has long been a focus of educational research, with many studies underscoring the importance of a teacher's role in shaping children's early learning experiences. At the core of this focus is the preschool teacher's knowledge of the subject matter, which is widely regarded as a significant factor in determining the quality of instructional delivery. Teachers who possess a strong grasp of the subjects they teach can more effectively present information, adjust lessons according to individual student needs, and foster an environment that encourages exploration and inquiry (Pianta, La Paro, & Hamre, 2016).
Research suggests that early childhood educators, particularly those in preschool settings, must balance subject matter knowledge with pedagogical skills to deliver meaningful and engaging lessons. Effective instructional delivery is not simply about presenting facts but also about creating learning experiences that are developmentally appropriate and tailored to the unique needs of young learners. Studies have shown that when preschool teachers demonstrate a deep understanding of subject content, children are more likely to engage in higher-order thinking and problem-solving activities (Neuman & Wright, 2017).
The role of a preschool teacher is pivotal in shaping the educational foundation of young learners. One of the critical aspects that influence a teacher's effectiveness is their depth of subject knowledge. Preschool teachers who possess a comprehensive understanding of the subjects they teach are better equipped to provide quality instructional delivery, creating a rich and engaging learning environment for children. Research indicates that teachers with a higher level of subject knowledge can tailor their teaching strategies to meet the diverse needs of their students, fostering both cognitive and social development in early childhood education (Barnett, 2019).
Instructional delivery is not only about transmitting information but also about engaging students in meaningful learning experiences. Teachers with robust subject knowledge are able to utilize creative methods, ask thought-provoking questions, and make learning relevant to the experiences of young children. This enhances the overall effectiveness of the instruction, leading to better learning outcomes (Jones & Cooper, 2020). In addition, several educational frameworks and policies have emphasized the need for preschool teachers to undergo continuous professional development to enhance both their subject knowledge and teaching practices. These efforts aim to close the gap between content knowledge and instructional strategies, ensuring that children in their early years receive a solid foundation for future academic success (Darling-Hammond, Hyler, & Gardner, 2017). Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the preschool teacher's knowledge of the subject as a predictor of instructional delivery.
1.2 Statement of Problems
Investigation revealed that despite various efforts to enhance teacher training programs, there is still a gap in understanding the extent to which a preschool teacher's knowledge of the subject matter directly affects instructional delivery. Many teachers may rely on general teaching strategies without fully understanding the content, which leads to superficial learning experiences for students. This issue is particularly critical in early childhood education, where the foundation for future learning is established. A deficiency in subject knowledge is therefore a significant barrier to effective teaching and learning (Darling-Hammond et al., 2017).
Moreover, there is a need for empirical research to explore how enhancing preschool teachers' subject knowledge improves their instructional methods and student outcomes. Without addressing this problem, the potential of early childhood education to foster long-term academic success and social-emotional development in children is likely to be compromised (Pianta, La Paro, & Hamre, 2016). It is against the backdrop that this study seeks to address these problems by evaluating the preschool teacher's knowledge of the subject as a predictor of instructional delivery.
1.3 Aim and Objectives of Study
The aim of the study is to examine how preschool teachers' knowledge of the subject matter influences the quality and effectiveness of their instructional delivery in early childhood education. In achieving this aim, the following specific objectives were laid out as follows:
- To identify challenges preschool teachers face in acquiring and applying subject-specific knowledge in instructional delivery.
- To recommend strategies for improving preschool teachers' subject knowledge to enhance instructional effectiveness.
- To investigate the relationship between preschool teachers' subject knowledge and their instructional practices.
- To assess the level of subject knowledge possessed by preschool teachers.
- To explore how teachers' subject knowledge affects student engagement and learning outcomes in preschool settings.
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:
- What is the relationship between preschool teachers' subject knowledge and student engagement in the classroom?
- What is the level of subject knowledge possessed by preschool teachers?
- How does preschool teachers' knowledge of the subject matter influence their instructional delivery?
- How can preschool teachers' subject knowledge be improved to enhance instructional effectiveness?
- What challenges do preschool teachers face in acquiring and applying subject knowledge during instruction?
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.
Hypothesis One
- H0: Preschool teachers with a higher level of subject knowledge do not deliver effective and engaging instruction compared to those with lower subject knowledge.
- H1: Preschool teachers with a higher level of subject knowledge deliver more effective and engaging instruction compared to those with lower subject knowledge.
Hypothesis Two
- H0: There is no significant relationship between preschool teachers' knowledge of the subject matter and the quality of their instructional delivery.
- H1: There is a significant relationship between preschool teachers' knowledge of the subject matter and the quality of their instructional delivery.
1.6 Significance of Study
This study will provide valuable insights into how preschool teachers' knowledge of the subject matter influences the quality of their instructional delivery. It will highlight the importance of subject-specific knowledge in early childhood education, emphasizing its role in creating engaging and effective learning experiences for young children.
The findings will be beneficial for educational policymakers and institutions by guiding the development of teacher training programs that focus on enhancing subject knowledge. Additionally, the study will inform ongoing professional development initiatives, ensuring that preschool teachers are well-prepared to meet the cognitive and developmental needs of their students.
Furthermore, this study will contribute to the existing body of research on early childhood education by identifying key areas where teachers face challenges in acquiring and applying subject knowledge.
1.7 Scope of Study
The scope of the research is focused on the preschool teacher's knowledge of the subject as a predictor of instructional delivery using Oredo Local Government Area, Benin City as a case study.
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:
- Delay from respondents in returning completed questionnaires or participating in interviews, which extended the overall timeline of the study.
- Financial constraints also posed a challenge, limiting the ability to expand the sample size or conduct more in-depth research activities.
- Time constraints were a significant limitation, as the study was conducted within a short timeframe, limiting the ability to explore certain areas of the research in greater detail.
1.9 Definition of Terms
Preschool Teacher: A preschool teacher is an educator responsible for teaching children typically aged 3 to 5 years, focusing on early childhood development, socialization, and foundational academic skills. They play a crucial role in preparing children for primary education by fostering a safe and stimulating learning environment (Pianta, Barnett, & Justice, 2016).
Subject Knowledge: Subject knowledge refers to a teacher's understanding and expertise in a specific content area, including early literacy, numeracy, science, and other subjects relevant to preschool education. Strong subject knowledge enables teachers to present concepts clearly and accurately to young learners (Shulman, 1986).
Instructional Delivery: Instructional delivery is the process by which teachers present lessons, engage students, and facilitate learning. It includes the methods, strategies, and tools used by teachers to convey subject matter in a way that promotes comprehension and retention (Darling-Hammond et al., 2017).
Predictor: in the context of this study, a predictor refers to a variable that influences or forecasts another outcome. Here, the preschool teacher's subject knowledge is considered a predictor of the quality of instructional delivery (Field, 2018).
Early Childhood Education: Early childhood education (ECE) refers to the formal and informal educational programs designed for children from birth to the age of eight, with a particular emphasis on the preschool years. It is a critical period for cognitive, social, and emotional development (NAEYC, 2020).
