TEACHERS' PERCEPTION OF REGGIO EMILIA'S APPROACH FOR MORAL DEVELOPMENT AMONG PRESCHOOLERS IN SABON GARI LGA OF KADUNA STATE

Abstract

This study investigated teachers' perceptions of the Reggio Emilia approach as a strategy for promoting moral development among preschoolers in the Sabon Gari Local Government Area (LGA) of Kaduna State. Employing a descriptive research design, the study was guided by two research questions concerning the components of the Reggio Emilia approach that support moral development and its perceived impact. Data were collected from a randomly selected sample of 120 public primary school teachers using a validated and reliable questionnaire titled Teachers' Perception of Reggio Emilia's Approach in Promoting Moral Development among Preschoolers (TPREPPMD). Reliability was assessed using Cronbach's Alpha, yielding a coefficient of 0.82, indicating the instrument was reliable. Findings revealed that teachers generally agreed that certain components of the Reggio Emilia approach supported moral development. These included encouraging reflection during group discussions, collaborative projects fostering empathy, and the use of art and storytelling to explore emotions. Findings also reveal that the Reggio Emilia approach effectively promotes empathy among preschoolers through collaborative activities, and the Reggio Emilia approach cultivates and creates ethical awareness among others. The impact of Reggio Emilia's Approach on promoting moral development among Preschoolers in Sabon Gari LGA. It was recommended that adequate teacher training be provided to ensure that educators are well-equipped to implement the Reggio Emilia approach effectively, especially in fostering empathy and specific techniques for active listening and respectful communication.