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Article Title: Influence of Assessment Procedures and Family Engagement of Developmentally Appropriate Practice on Preprimary School Children in Southwestern Nigeria
by Dr. L. B. Osunjimi

Abstract:
The study examined the developmental appropriateness of learning assessment procedures of preprimary schools� children in Southwestern Nigeria. It also examined the relationship between family engagement and children�s SPICE development. These were with the view to providing information on the responsiveness of Early Childhood Education Programme to children developmental needs in Southwestern Nigeria. The study employed survey research design. The population consisted of children between ages 3 to 5, their parents as well as pre-school teachers in southwestern Nigeria. A multistage sampling procedure was employed. Simple random sampling techniques was employed in selecting 1,080 pupils, 1080 parents and 108 pre-school teachers constituted the sample size for the study. Two instruments were used for this study namely: Family Engagement Questions (FEQ) and Assessment SPICE Checklist (ASC). Data collected were analyzed using mean, standard deviation and regression analysis. Results showed that family engagement was significantly correlated with each of social (r =.465), physical (r =.342), intellectual (r =.550), creative (r =.446), emotional (r =.524) and grand SPICE level (r =.541). The result also showed that the procedure for assessing the pupils overall SPICE development was appropriate (68%). The study concluded that assessment procedure of teachers and family engagement are vital variables in developmental appropriateness of children in pre-primary schools.

Keywords: Assessment Procedures; Family Engagement; Pre-Primary Schools

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