Unguided Societal Vices From Childhood Development Effects On Students’ Pedagogical Accomplishment: An Empirical Review Of Selected Public Schools In Bwari, Fct, Abuja
Aprebo F C Y PhD
Federal College of Education (T) Omoku, Rivers State Nigeria and Achonwa, Uchendu Onu (Ph.D) Rivers State
Abstract
The study was focused on Unguided Childhood Development Effects on Students’ Pedagogical Accomplishment: An Empirical Review of Selected Public Schools in FCT, Abuja. It was guided by one research question and hypothesis. A self-structured questionnaire was used to elicit response from respondents which was validated by the supervisor and the research question was answered; using mean, standard deviation and z-test to test the hypothesis. The result of the study indicated that there are societal vices from unguided childhood Development that affect students’ pedagogical accomplishment; these are Child street trading, Child domestic works, Child playing on unclean environment, Child playing with over-aged group, and Child denial of African culture, norms and values. The paper gave the following recommendations that Child street trading denies early child education and so should be completely avoided; child domestic works is another form of slavery and takes the child’s attention while in school as he/she reflects back on the ills and so should stop; playing on unclean environment exposes the child to numerous diseases and resulting to mental and/or physical illnesses and so cannot compete with those that are normal and therefore parents/guardians should prevent their children from playing in an unclean environment; playing with over-aged group brings untold social vices such as rape, cultism, kidnapping, etc, and such stigma(like rape, kidnapping) follows the child to the school and those in cult go and join other cultist in the school or introduce it where there is none in place of learning and so parents/guardians should guard against their children/ward playing with over-aged group and parents/guardians should not deny their children/wards the opportunity of knowing African culture, norms and values, so that among other advantages, they learn faster in their mothers tongue. The study concluded by revealing the negative effects the societal vices from unguided Childhood Development had on Students‘ Pedagogical Accomplishment in Selected Public Schools in FCT, Abuja.