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Dissertation/Thesis Abstract

Ethnographic study of Nigerian early childhood educators' implementation of constructivist curriculum
by Lichtenwalner, Pamela, Ph.D., Capella University, 2015, 215; 3737240
Abstract (Summary)

This qualitative ethnographic collective case-study of two Nigerian Early Childhood Education (ECE) practitioners focused upon the practitioners’ reflections over a three-day period in February 2014 (and then a 3-month period from February through April 2014) of their first 18-months of implementing constructivist curriculum after participating in a week-long workshop in October 2012 on constructivist education theory and practice. The reflections were framed by seven questions, and their sub-questions, addressing their impressions of the most efficacious sections of the workshop, what worked and did not in their classrooms, their frustrations and successes, and their recommendations for further workshops for additional ECE practitioners. The practitioners responded to the inquiries in three different formats, as follows: the face-to-face discussion of the seven formal interview questions, a three-month journal (from February 2014 through April 2014) with the formal interview questions, and informal afternoon chat sessions that were more free-ranging. A comparison among the answers, mediated by NVivo10 (2012) software thematic sorting, revealed differences in the quantity and emphasis of the answers to the questions, varied by written and verbal responses. The most surprising finding and one that qualifies as a central phenomenon was that without sufficient parent education and support that the smooth transition from the Rote systems to the constructivist curriculum could be slowed down and even halted at the school site, as the parents voiced their concerns that the students were not going to be well-educated under this new curriculum. In further workshops, it is now apparent that parental education and engaged support must be presented and discussed so that ECE constructivist curriculum can be more widely implemented in Lagos, Nigeria and elsewhere.

Indexing (document details)
Advisor: Beazley, Jackson S.
Commitee: Babarinde, Kola, Monroe, Lee
School: Capella University
Department: School of Education
School Location: United States -- Minnesota
Source: DAI-A 77/04(E), Dissertation Abstracts International
Subjects: African Studies, Pedagogy, Early childhood education
Keywords: Constructivist educational practices, Early childhood education, Ethnographic research, Nigeria, Qualitative methodology
Publication Number: 3737240
ISBN: 978-1-339-26479-0
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