Visual Education: A Curriculum Model for Learners’ Socio-Cognitive Skill Development in Nursery Schools

Abstract

This study investigated “the extent to which visual learning tools can contribute to learners’ thinking skills in nursery schools”. The inadequacy of basic skills (numeracy and literacy skills) developed by some nursery school pupils in Cameroon motivated the researcher to carry out the study. Related literature was reviewed on visual learning tools and learners’ thinking skills. The cultural theory, information processing theory and Jean Piaget’s theory of cognitive development were used to give more meaning to the problem of study. The qualitative approach was applied to carry out the investigation. Semi structured observation and interview methods were used. Data was collected using an observation guide and interview guide. The population of the study was made up of nursery school teachers of “Ecole Maternelle d’Application de La Garde Presidentielle: Group A” (EMA G.P. ‘A’). From this population, five teachers were selected for the study through non probability sampling technique. The data collected was analysed thematically following the objectives of the study. Overall findings of this study revealed that visual education influence learners’ socio-cognitive skill development in nursery schools. Results have also shown that teachers are more comfortable with the use of real objects as compared to images and icons, signs and symbols. The study offers new evidence as well that visual education is real in our nursery schools and has the potential to help kids to learn better.

Key Words: Visual Education, Socio-cognitive development, real objects, images/icons, signs/symbols.