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DOI: 10.5281/zenodo.17707931
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Abb e ia ed Key Ti le: ISRG J Edu Humani Li
ISSN: 2584-2544 (Online)
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Volume – II Issue – VI (No embe -Decembe ) 2025
F equency: Bimon hly
CLASSROOM MANAGEMENT AND PRESCHOOLERS' READING
ACTIVITIES IN EARLY CHILDHOOD CENTRES
Abigail Ebaghelu Teme igha
Depa men o Ea ly Childhood and P ima y Educa ion Igna ius Aju u Uni e si y o Educa ion Rumuolumeni, Po
Ha cou
| Recei ed: 12.11.2025 | Accep ed: 17.11.2025 | Published: 25.11.2025
*Co esponding au ho : Abigail Ebaghelu Teme igha
Depa men o Ea ly Childhood and P ima y Educa ion Igna ius Aju u Uni e si y o Educa ion Rumuolumeni, Po
Ha cou
Abs ac
Class oom managemen plays a c i ical ole in shaping p eschoole s’ engagemen du ing eading ac i i ies. P omo ing e ec i e
eading ac i i ies emains a majo conce n o ca egi e s no only in Nige ia bu in e na ionally. This s udy he e o e examined
class oom managemen and p eschoole s’ eading ac i i ies in Ea ly Childhood Cen es in Ri e s Eas Sena o ial Dis ic , Ri e s
S a e. Th ee speci ic objec i es, h ee esea ch ques ions, and h ee null hypo heses guided he s udy. The s udy adop ed a
co ela ional esea ch design. A popula ion o 21,981 p eschoole s ac oss 280 public Ea ly Childhood Cen es was conside ed,
while a sample o 1,099 p eschoole s om 14 cen es, ep esen ing 5% o he popula ion, was selec ed using mul is age sampling
echniques. Da a we e collec ed using a ques ionnai e and Checklis . Pea son P oduc Momen Co ela ion was used o answe he
esea ch ques ions and es he null hypo heses a 0.05 signi icance le el. Findings e ealed signi ican posi i e ela ionships
be ween s a ing clea ules, use o discipline, si ing a angemen , and p eschoole s’ eading ac i i ies. The s udy concluded ha
e ec i e class oom managemen enhances p eschoole s’ engagemen and pe o mance in eading ac i i ies. Based on his
conclusion, i was ecommended, among o he s, ha ca egi e s should p esen clea ules, implemen suppo i e discipline, and
a ange class oom sea ing o p omo e ac i e pa icipa ion in eading ac i i ies.
Keywo ds: Class oom Managemen , P eschoole s, Reading Ac i i ies, P eschoole s’ Reading Ac i i ies
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DOI: 10.5281/zenodo.17707931
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In oduc ion
Ea ly childhood educa ion lays he ounda ion o e e y child’s
academic, social, and emo ional de elopmen . A he hea o his
ounda ional s age is he p eschool class oom, whe e lea ning is
no only abou numbe s and le e s bu also abou s uc u e,
beha iou , and in e ac ion. Class oom managemen , he e o e,
becomes a cen al ool in shaping how young child en engage wi h
ac i i ies especially eading, which is a key aspec o ea ly li e acy
and cogni i e g ow h. Wahyuni (2021) a owed ha he way a
p eschool class oom is managed can ei he encou age o hinde a
child’s willingness o pa icipa e in eading asks, explo e books,
and de elop ea ly eading skills. Reading ac i i ies a he p eschool
le el go beyond simply iden i ying le e s and sounds. They
in ol e s o y elling, pic u e in e p e a ion, ocabula y
de elopmen , and comp ehension. Fo hese ac i i ies o be
e ec i e, he en i onmen mus be calm, o ganised, and
s imula ing (Wiche & Opu um, (2022).
A class oom whe e dis ac ions a e minimised and ou ines a e
clea ly es ablished allows p eschoole s o ocus be e , lis en
a en i ely, and engage mo e meaning ully. Agbe i i and Adogpa
(2022) s a ed ha his is whe e he connec ion be ween class oom
managemen and eading ac i i ies becomes c i ical. Wi hou
e ec i e class oom con ol, e en he bes eading ma e ials and
s a egies may yield li le o no esul s. In many ea ly childhood
cen es, ca egi e s ace he challenge o balancing class oom
con ol wi h child-cen e ed lea ning. Managing young child en,
who a e na u ally cu ious and ull o ene gy, equi es pa ience,
c ea i i y, and consis ency. I also in ol es se ing clea
expec a ions, using posi i e ein o cemen , and c ea ing a lea ning
en i onmen ha in i es pa icipa ion. When hese elemen s a e
p esen , eading ac i i ies end o lou ish. Child en lis en be e
du ing s o y ime, ollow eading ou ines, ake u ns, and show a
genuine in e es in books. Mo eo e , he ca egi e 's ole in
managing bo h he physical and emo ional clima e o he class oom
canno be o e emphasized. A umobi and Ukwoma (2016) posi s
ha a well-managed class oom is no one uled by silence o s ic
ules bu one whe e mu ual espec and s uc u e gi e child en he
eedom o explo e and lea n. This becomes pa icula ly impo an
du ing eading sessions, whe e child en need o eel sa e,
com o able, and suppo ed o ask ques ions, sha e ideas, and
de elop eading skills.
Reading skills una guably o m he bed ock whene e knowledge
is acqui ed o indi idual de elopmen . Mos o en han no , he
possession o eading skills among child en is cen al o he goals
o eaching English o child en. Fo his eason, eading holds a
signi ican alue in e e y pe son's educa ion. I is he means o
communica ion and a ga eway o knowledge and li e acy, making
i he g ea es weapon in he hands o anyone who wan s o li e a
ull li e a e li e. Osei e al. (2016) exp essed ha eading abili y in
child en has become a majo conce n o all educa ional
s akeholde s (ca egi e s, cu iculum esea che s and designe s, and
o he educa ional se ice o ice s) and e e y na ion a la ge. This is
because eading abili y among lea ne s has a a - eaching in luence
and has acco dingly, become an indispensable ga eway o he
acquisi ion o knowledge. Adequa e eading skills can only be
acqui ed in a class oom ha allows o e ec i e eading ac i i ies
among p eschoole s. This s udy, he e o e, seeks o examine he
ela ionship be ween class oom managemen p ac ices and
p eschoole s' eading ac i i ies in ea ly childhood cen es. I
explo es how class oom con ol suppo s o in e e es wi h eading
ac i i ies. In doing so, he s udy aims o shed ligh on how ea ly
childhood educa o s can c ea e s uc u ed ye lexible class oom
en i onmen s ha p omo e a lo e o eading.
S a emen o he P oblem
Ea ly childhood educa ion se es as he ounda ion o li elong
lea ning and li e acy de elopmen . In his c ucial s age, eading
ac i i ies a e cen al o os e ing language acquisi ion, cogni i e
g ow h, and academic eadiness in p eschoole s. Howe e , he
e ec i eness o eading ac i i ies a e o en de e mined by he
quali y o class oom managemen . Despi e widesp ead
acknowledgmen o he impo ance o bo h class oom managemen
and s uc u ed li e acy ins uc ion, many ea ly childhood cen es
con inue o expe ience challenges ela ed o beha iou al
dis up ions, lack o engagemen , and inconsis encies in
ins uc ional deli e y, all o which unde mine he success o
eading p og ammes. S udies ha e shown ha well-managed
class ooms c ea e an en i onmen conduci e o ac i e lea ning,
ocus, and posi i e social in e ac ion, which a e essen ial o ea ly
eading de elopmen . Ye , in many p eschool se ings, ca egi e s
s uggle o implemen consis en class oom managemen s a egies
ha align wi h de elopmen ally app op ia e p ac ices. This gap
aises conce ns abou how class oom managemen di ec ly o
indi ec ly a ec s p eschoole s’ pa icipa ion, mo i a ion, and
p og ess in eading ac i i ies.
To his end, he e is a c i ical need o in es iga e he ela ionship
be ween class oom managemen and p eschoole s' eading
ac i i ies. Unde s anding his connec ion will p o ide a ounda ion
o de eloping e ec i e child-cen e ed managemen p ac ices ha
enhance ea ly li e acy ou comes. This s udy seeks o ill ha gap
by examining class oom managemen and p eschoole s' eading
ac i i ies in ea ly childhood cen es in Ri e s Eas Sena o ial
Dis ic , Ri e s S a e.
Aim and Objec i es o he S udy
The aim o his s udy is o in es iga e he ela ionship be ween
class oom managemen and p eschoole s' eading ac i i ies in
Ea ly Childhood Cen es in Ri e s Eas Sena o ial Dis ic , Ri e s
S a e. Speci ically, he s udy sough o:
1. Examine he ela ionship be ween s a ing clea ules and
p eschoole s' eading ac i i ies in Ea ly Childhood
Cen es in Ri e s Eas Sena o ial Dis ic , Ri e s S a e.
2. Asce ain he ela ionship be ween use o discipline and
p eschoole s' eading ac i i ies in Ea ly Childhood
Cen es in Ri e s Eas Sena o ial Dis ic , Ri e s S a e.
3. Es ablish he ela ionship be ween si ing a angemen
and p eschoole s' eading ac i i ies in Ea ly Childhood
Cen es in Ri e s Eas Sena o ial Dis ic , Ri e s S a e
Resea ch Ques ions
Based on he s a ed objec i es, he ollowing esea ch ques ions
we e posed:
1. Wha is he ela ionship be ween s a ing clea ules and
p eschoole s' eading ac i i ies in Ea ly Childhood
Cen es in Ri e s Eas Sena o ial Dis ic , Ri e s S a e?
2. Wha is he ela ionship be ween use o discipline and
p eschoole s' eading ac i i ies in Ea ly Childhood
Cen es in Ri e s Eas Sena o ial Dis ic , Ri e s S a e?
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DOI: 10.5281/zenodo.17707931
55
3. Wha is he ela ionship be ween si ing a angemen and
p eschoole s' eading ac i i ies in Ea ly Childhood
Cen es in Ri e s Eas Sena o ial Dis ic , Ri e s S a e?
Resea ch Hypo heses
The ollowing null hypo heses we e o mula ed o guide he s udy:
Ho1: The e is no signi ican ela ionship be ween s a ing
clea ules and p eschoole s' eading ac i i ies in
Ea ly Childhood Cen es in Ri e s Eas
Sena o ial Dis ic , Ri e s S a e.
Ho2: The e is no signi ican ela ionship be ween use o
discipline and p eschoole s' eading ac i i ies in
Ea ly Childhood Cen es in Ri e s Eas
Sena o ial Dis ic , Ri e s S a e.
Ho2: The e is no signi ican ela ionship be ween si ing
a angemen and p eschoole s' eading ac i i ies
in Ea ly Childhood Cen es in Ri e s Eas
Sena o ial Dis ic , Ri e s S a e.
Theo e ical F amewo k
School Clima e Theo y by Rudol H. Moos (1963)
School clima e heo y was pu o wa d by Rudol H. Moos in
(1963). Moos was a psychologis who was in e es ed in
unde s anding how he en i onmen wi hin schools can impac
lea ne s’ academic pe o mance, men al heal h, and o e all well-
being. The school clima e heo y unde sco es he impo ance o
os e ing a posi i e school clima e o enhance educa ional
ou comes and p omo e lea ne s’ social and emo ional de elopmen .
I explo es he impac o he school en i onmen on lea ne s’
ou come and o e all school e ec i eness. Moos posi s ha he
quali y and cha ac e o school li e, encompassing he expe iences,
ela ionships, and no ms wi hin he school, signi ican ly in luence
lea ne s' academic achie emen , beha iou , and well-being. School
clima e heo y del es in o he mul i ace ed na u e o he school
en i onmen and i s p o ound impac on lea ne s. Key elemen s
ha de ine he clima e o a school include sa e y, eaching and
lea ning p ac ices, in e pe sonal ela ionships, and he physical
en i onmen . A posi i e school clima e is cha ac e ized by a sa e,
suppo i e, and inclusi e a mosphe e whe e s uden s eel espec ed
and alued, os e ing a sense o belonging and mo i a ion.
Acco ding o Rudol , he school clima e comp ises o he
psychological, social, and physical aspec s o he lea ning
en i onmen and plays a c i ical ole in shaping lea ne s’ academic
engagemen , beha iou al de elopmen , and emo ional well-being.
The school clima e heo y is applicable o he s udy a hand as i
highligh s he class oom en i onmen as a mic ocosm o he
b oade school clima e which di ec ly a ec young lea ne s' abili y
o engage meaning ully in eading ac i i ies. P eschoole s a e
highly sensi i e o en i onmen al cues, such as consis ency in
ules, ca egi e s’ esponsi eness, in e pe sonal ela ionships, and
he physical o ganisa ion o lea ning spaces. When class oom
managemen is e ec i ely p o iding clea expec a ions, emo ional
suppo , and posi i e ein o cemen , i c ea es a sa e, s uc u ed,
and nu u ing en i onmen conduci e o eading ac i i ies. A
posi i e class oom clima e ha is cha ac e ised by mu ual espec ,
encou agemen , and inclusi e pa icipa ion, helps p eschoole s
de elop con idence, concen a ion, and in insic mo i a ion
necessa y o engaging in ea ly eading asks. Con e sely, poo
class oom managemen can esul in a chao ic o emo ionally
unsa e en i onmen , which may hinde a en ion, limi
pa icipa ion in eading ac i i ies, and lead o nega i e beha iou al
ou comes.
Re iew o Rela ed Li e a u e
P eschoole s' Reading Ac i i ies
Reading is an impo an ac i i y because i can suppo child en's
language and communica ion skills. In addi ion, eading can also
ain a child's b ain c ea i e hinking abili y. Al hough he e may
be some challenges in eaching child en o ead, pa en s s ill need
o build child en's in e es so ha hey lo e eading. Teaching
eading o ea ly childhood is one o he challenges ca egi e s ace
in Ea ly Childhood Educa ion le el. Azizi a (2018) s a ed ha
eading skills una guably o m he bed ock whene e knowledge is
acqui ed o indi idual de elopmen . Mos o en han no , he
possession o eading skills among child en is cen al o he goals
o eaching. Fo his eason, eading holds a signi ican alue in
e e y pe son's educa ion. I is he means o communica ion and a
ga eway o knowledge and li e acy, making i he g ea es weapon
in he hands o anyone who wan s o li e a ull li e a e li e
(Agbe i i & Adogpa, 2022).
The alue o eading is also seen in he ac ha i p o ides humans
wi h ich sou ces o li e expe ience which will o he wise ake a
long ime o acqui e i we ely solely on physical con ac s and
in e ac ions (Wahyuni, 2021). I is h ough eading ha he goals o
language and li e acy p og ammes o lea ne s a e mean o
inc ease hei abili y o communica e o ally, he e o e, pa en ,
eache s and child ca e p o essionals a e equi ed o p o ide
adequa e amoun o ime, lea ning ma e ials and a ie y o
in e es ing ac i i ies coupled wi h games o child en o de elop
eading skills o la e educa ion. Reading abili y in child en has
become a majo conce n o all educa ional s akeholde s ( eache s,
ca e gi e s, cu iculum esea che s and designe s, and o he
educa ional se ice o ice s) and e e y na ion a la ge (Jones e al.,
2013). This is because eading abili y among lea ne s has a a -
eaching in luence and has acco dingly, become an indispensable
ga eway o he acquisi ion o knowledge.
Reading plays impo an ole in he li e o e e y indi idual, young
and old, and c i ically p eschoole s who a e jus s a ing o lea n
abou hemsel es and he wo ld a ound hem. Wiche, and Opu um
(2022) men ioned ha i is necessa y he e o e o child en o ha e
he igh and s uc u ed eading ac i i ies such as holding books he
igh way, u ning pages app op ia ely, ela ing pic u e scenes o
li e expe ience, making in e ences on bo h wha is ead and
pic u es as well as le o igh eye mo emen , o enhance eadiness
o o mal eading and he acquisi ion o ele an eading skills o
eading (Azizi a e al., 2015). Pa o he cogni i e p ocess o
eading in ol es decoding symbols o de i e unde s anding and
meaning om w i en ex s. In iew o his, eade s who can
ac i a e p io knowledge de e mine he main ideas and signi ican
de ails, e icien ly decode wo ds, make in e ences, e ell,
syn hesize, and isualize a e seen o ha e de eloped a epe oi e o
eading skills (Dickson, 2022). Reading has a way o changing
humans pe spec i e abou li e in gene al, leads o lea ning, helps
people o g ow, and enables people o acqui e di e en expe iences
in li e. Reading can en e ain and amuse he eade , bu mos o all
i en iches he eade wi h knowledge and expe iences na a ed.
Class oom Managemen
The class oom is an expe imen al lab o p eschoole s as hey
spend a signi ican pa o hei o ma i e yea s in he class oom
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lea ning. I is essen ial ha he class oom should be able o
inculca e posi i e beha iou al ai s among lea ne s o enable hem
de elop equi ed skills and a i ude. In a ypical class oom lea ne s
ga he in a designa ed oom wi h desks o ables a anged in ows
o g oups acing he on o he oom whe e he ca egi e s ands
o si s (Sunday, 2012). The class oom is o en equipped wi h
whi eboa d o chalkboa d, p ojec o s, audio sys ems and o he
educa ional ools o suppo eaching and lea ning. In a ypical
class oom, lea ne s and ca egi e s engage in ace- o- ace
in e ac ions, discussions and o he ac i i ies in o de o enhance
lea ning. A well-managed class oom plays a c ucial ole in
p omo ing e ec i e eaching and lea ning ou comes.
The class oom is he mos impo an a ea in school and lea ning in
he class oom equi es a good le el o concen a ion, lis ening,
w i ing and eading (Adem & James, 2015). The class ooms
should be e alua ed o mee he challenging needs o educa ions
and en i onmen al equi emen s o heal h, sa e y and secu i y. I
should be made a ac i e and com o able o acili a e lea ning
(Ma oy, 2021). This can only be achie ed i he class oom is
p ope ly managed. Cambay and Paglinawan (2024) a i med ha
class oom managemen e e s o he a ay o skills and s a egies
eache s use o ensu e ha hei class ooms a e o ganised, sa e, and
conduci e o lea ning. Good class oom managemen c ea es an
en i onmen whe e lea ne s eel com o able and can ocus on
academics (Adem & James, 2015). Class oom managemen en ails
he s a egies, echniques, and p ac ices ha ca egi e s use o
c ea e and main ain an o ganized, p oduc i e, and suppo i e
lea ning en i onmen . I in ol es se ing clea expec a ions,
es ablishing ou ines, p omo ing posi i e beha io , and add essing
dis up ions e ec i ely. Owan and Ekpe (2018) posi s ha one o
bigges challenges ha ca egi e s, especially du ing he ea ly yea s
o hei ca ee , ace is class oom managemen . Typically, i is
di icul o manage mo e han 30 lea ne s wi h di e en
pe sonali ies and a i ude. Making hese lea ne s ocused and
engaged un il he end o a lesson is a hea y ask. Ye , he e a e
ca egi e s who a e able o do i well.
S a ing Clea Rules and P eschoole s'
Reading Ac i i ies
Rules a e a se o guidelines and expec a ions ha a e es ablished
o main ain a posi i e and p oduc i e lea ning en i onmen . Clea
ules help c ea e a espec ul and inclusi e a mosphe e whe e all
lea ne s can h i e. They help de ine he beha iou ha ca egi e s
wan child en o demons a e (Fekadu, 2019). They should be
exp essed in conc e e, obse able, and measu able e ms. Gua dian
(2013) s a ed ha es ablishing clea ules help ca egi e s main ain
class ou ines which in u n encou age p eschoole s' eading
ac i i ies. Class ules and p ocedu es ha a e clea ly de ined and
pos ed help lea ne s unde s and wha is app op ia e and wha is
no , as well as he consequences o ule iola ions. Clea
class oom ules c ea e a e iew ha p o ides choices o lea ne s
and help each hem o manage hemsel es.
I is essen ial o es ablish simple and s aigh o wa d p eschool
clea ules o help lea ne s concen a e du ing eading ac i i ies.
Class ules wo k bes when hey accompany a well-designed
en i onmen , age-app op ia e lessons and ac i i ies. Clea class
ules a e de ined as he s a emen s ha ca egi e s p esen o
desc ibe accep able and unaccep able beha iou o lea ne s
(Fekadu, 2019). The es ablishmen o en o ceable class ules ha
a e augh o lea ne s is ega ded as a undamen al pa o e e y
school sys em. Clea class ules guide schools o ollow hei pa h
o each hei goals, es ablish s anda ds, and p o ide sa e y o bo h
ca egi e s and lea ne s. Class ules also help o p omo e eading
ac i i ies and accoun abili y o ca egi e s (Gua dian, 2013).
Es ablishing clea and consis en class ules in p eschool
class ooms is undamen al o os e ing a posi i e lea ning
en i onmen and p omo ing eading ac i i ies among child en
(Fekadu, 2019).
Use o Discipline and P eschoole s'
Reading Ac i i ies
Discipline in ea ly childhood educa ion plays a c ucial ole in
shaping child en’s a i udes owa d lea ning, pa icula ly in
s uc u ed ac i i ies such as eading. Acco ding o Bea (2015),
discipline in p eschool should no be iewed me ely as puni i e
measu es bu as a means o guiding child en owa d sel -
egula ion, coope a ion, and posi i e lea ning beha iou . Denham
e al. (2014) posi s ha eading ac i i ies o en equi e child en o
si s ill, lis en a en i ely, and ollow ins uc ions, which a e
beha iou nu u ed h ough consis en and de elopmen ally
app op ia e discipline s a egies. Wi hou e ec i e discipline,
eading sessions can be dis up ed, limi ing bo h comp ehension
and engagemen .
Resea ch shows ha s uc u ed bu lexible en i onmen s enable
child en o ocus be e du ing sha ed eading ac i i ies (Jones,
2018). A disciplined en i onmen minimizes dis ac ions, helping
child en a end o s o y de ails, connec images wi h ex , and
p ac ice eme gen eading skills. This s uc u ed o de is especially
impo an o p eschoole s, who a e s ill de eloping a en ion spans
and equi e consis en ein o cemen o class oom expec a ions o
sus ain engagemen (Denham e al., 2014). App op ia e discipline
os e s an en i onmen whe e child en can lis en, comp ehend, and
pa icipa e ac i ely in sha ed eading sessions
Si ing A angemen and P eschoole s'
Reading Ac i i ies
Sea ing a angemen s in a class oom o any lea ning en i onmen
play a c ucial ole in p omo ing engagemen and in e ac ion du ing
eading ac i i ies. Wanna ka and Ruhl (20011) exp essed ha
sea ing a angemen can a y depending on ac o s such as he
eaching s yle, eading ac i i ies, class oom size, and he age o he
lea ne s. I is essen ial ha sea ing a angemen aligns wi h he
speci ic goals and ac i i ies planned o each lesson. I is also
impo an o conside he class oom layou , accessibili y and any
speci ic needs o he leane s while a anging class sea s. Ibiloye
(2021) s a ed ha sea s and ables should be a anged p ope ly o
allow easy mo emen s, g oup wo k, play and managemen o
g oup beha iou . The a angemen s should enable child en o ha e
a clea iew o each o he .
Fo a ca egi e o o ganize he class oom, he/she should pay
a en ion o he le el o he lea ne s. Young child en a e ac i e,
cu ious and canno si s ill o long pe iods his is because hey a e
ene ge ic and hei bodies a e g owing as . The e o e, he u ni u e
p o ided should be designed in such a way ha hey suppo
leane s heal hy de elopmen , o child en who a e heal hy pe o m
be e in school (Tobias e al., 2020). Class sea s a e o be a anged
wi h adequa e space ha allow lea ne s pass h ough o ensu e
smoo h mo emen wi h less o no blockades o dis ac ions du ing
eading. Sea a angemen is a po en means o e icien ly
manipula e he physical cha ac e is ics o he class oom o ensu e
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DOI: 10.5281/zenodo.17707931
57
high posi i e beha iou o bo h leane s and ca egi e s. E ec i e
si ing a angemen s o p eschoole s' eading ac i i ies should be
lexible, ac i i y-based, and encou age in e ac ion, using
con igu a ions like small g oups, U-shapes, o ci cle ime o ead-
aloud and discussions, o e en mo emen -based sea ing o
ac i i ies like sca enge hun s (Ibiloye, 2021).
Me hodology
The esea ch design ha was adop ed o his s udy is he
co ela ional esea ch design. 21,981 p eschoole s ound in 280
public Ea ly Childhood Cen es in Ri e s Eas Sena o ial Dis ic ,
Ri e s S a e cons i u e he popula ion o he s udy (Ri e S a e
Uni e sal Basic Educa ion Boa d, 2024). 1,099 p eschoole s ound
in 14 public Ea ly Childhood Cen es in Ri e s Eas Sena o ial
Dis ic , Ri e s S a e ep esen ing 5% o he s udy popula ion
cons i u e he sample size o he s udy. This was done h ough he
mul i-s age sampling echnique. To espec i ely sample 5% o he
s udy popula ion, he esea che ob ained he lis o he public
p eschool cen es in Ri e s Eas Sena o ial Dis ic , Ri e s S a e
om he Ri e s S a e Uni e sal Educa ion Boa d (RUBEB).
Guided by he lis , he esea che adop ed he sys ema ic andom
sampling echnique by selec ing e e y 10 h school on he lis . The
lis ha guided he selec ion ead hus; 10, 20, 30, 40, 50, 60, 70,
80, 90, 100, 110, 120, 130, 140. In all, 14 p eschool cen es we e
selec ed. On a i ing a he selec ed cen e s, he esea che adop ed
simple andom h ough ballo -wi h- eplacemen app oach o
sample 78 p eschoole s in he i s se en p eschool cen es and 79
p eschoole s in he second se en p eschool cen es. In all, a o al o
1099 p eschoole s we e sampled o he s udy.
The ins umen o da a collec ion was he esea che -designed 15-
i ems ques ionnai e and a 10-i ems checklis . The ques ionnai e
was used o elici in o ma ion on he sub- a iables o class oom
managemen (s a ing clea ules, use o discipline and si ing
a angemen ) and was i led: Class oom Managemen
Ques ionnai e (CMQ). While he checklis i led: P eschoole s’
Reading Ac i i ies Checklis (PRAC) was used o elici
in o ma ion on he eading ac i i ies o p eschoole s. To adminis e
he ins umen , he esea che and esea ch assis an s isi ed he 14
cen e s. Meanwhile, he esea che ained he esea ch assis an s
ia Wha sApp call, o acquain hem wi h he objec i es o s udy
and how he ins umen s should be esponded o. The ca egi e s
we e used o guide he p eschoole s o ill he ques ionnai e,
because p eschoole s we e no able o espond o he ins umen s
accu a ely by hemsel es. A e adminis a ion o bo h ins umen s,
1087 ou 1099 copies we e e u ned and used o analysis o he
s udy. Pea son P oduc Momen Co ela ion Coe icien was used
o answe he esea ch ques ions and es he null hypo heses a
0.05 le el o signi icance.
Analyses o Da a and Resul s
Resea ch Ques ion 1: Wha is he ela ionship be ween s a ing
clea ules and p eschoole s' eading ac i i ies in Ea ly Childhood
Cen es in Ri e s Eas Sena o ial Dis ic , Ri e s S a e?
Ho1: The e is no signi ican ela ionship be ween s a ing clea ules
and p eschoole s' eading ac i i ies in Ea ly Childhood Cen es in
Ri e s Eas Sena o ial Dis ic , Ri e s S a e.
Table 1: Summa y o Pea son’s P oduc Momen Co ela ion
on he ela ionship be ween s a ing clea ules and
p eschoole s' eading ac i i ies
Va iables
S a ing
P eschoole s'
Clea
Rules
Reading
Ac i i ies
S a ing Clea
Rules
Pea son
Co ela ion
1
.741**
Sig. (2- ailed)
.000
N
1087
1087
P eschoole s'
Reading
Ac i i ies
Pea son
Co ela ion
.741**
1
Sig. (2-
ailed)
.000
N
1087
1087
**Co ela ion is signi ican
Table 1 shows he p- alue o Pea son P oduc Momen Co ela ion
be ween s a ing clea ules and p eschoole s' eading ac i i ies in
Ea ly Childhood Cen es in Ri e s Eas Sena o ial Dis ic , Ri e s
S a e as .000 which is less han 0.05 and he alue as .741 which
indica es a high ela ionship be ween bo h a iables. The e o e, he
null hypo hesis one is ejec ed. Thus, he e is a signi ican posi i e
ela ionship be ween s a ing clea ules and p eschoole s' eading
ac i i ies in Ea ly Childhood Cen es in Ri e s Eas Sena o ial
Dis ic , Ri e s S a e.
Resea ch Ques ion 2: Wha is he ela ionship be ween use o
discipline and p eschoole s' eading ac i i ies in Ea ly Childhood
Cen es in Ri e s Eas Sena o ial Dis ic , Ri e s S a e?
Ho2: The e is no signi ican ela ionship be ween use o discipline
and p eschoole s' eading ac i i ies in Ea ly Childhood Cen es in
Ri e s Eas Sena o ial Dis ic , Ri e s S a e.
Table 2: Summa y o Pea son’s P oduc Momen Co ela ion
on he ela ionship be ween use o discipline and p eschoole s'
eading ac i i ies
Va iables
Use o
Discipline
P eschoole s'
Reading
Ac i i ies
Use o
Discipline
Pea son
Co ela ion
1
.802**
Sig. (2- ailed)
.000
N
1087
1087
P eschoole s'
Reading
Ac i i ies
Pea son
Co ela ion
.802**
1
Sig. (2-
ailed)
.000
N
1087
1087
**Co ela ion is signi ican
Table 2 shows he p- alue o Pea son P oduc Momen Co ela ion
be ween use o discipline and p eschoole s' eading ac i i ies in
Ea ly Childhood Cen es in Ri e s Eas Sena o ial Dis ic , Ri e s
S a e as .000 which is less han 0.05 and he alue as .802 which
indica es a s ong ela ionship be ween bo h a iables. The e o e,
he null hypo hesis wo is ejec ed. Thus, he e is a signi ican
Copy igh © ISRG Publishe s. All igh s Rese ed.
DOI: 10.5281/zenodo.17707931
58
posi i e ela ionship be ween use o discipline and p eschoole s'
eading ac i i ies in Ea ly Childhood Cen es in Ri e s Eas
Sena o ial Dis ic , Ri e s S a e.
Resea ch Ques ion 3: Wha is he ela ionship be ween si ing
a angemen and p eschoole s' eading ac i i ies in Ea ly
Childhood Cen es in Ri e s Eas Sena o ial Dis ic , Ri e s S a e?
Ho3: The e is no signi ican ela ionship be ween si ing
a angemen and p eschoole s' eading ac i i ies in Ea ly
Childhood Cen es in Ri e s Eas Sena o ial Dis ic ,
Table 3: Summa y o Pea son’s P oduc Momen Co ela ion
on he ela ionship be ween si ing a angemen and
p eschoole s' eading ac i i ies
Va iables
Si ing
A angemen
P eschoole s'
Reading
Ac i i ies
Si ing
A angemen
Pea son
Co ela ion
1
.694**
Sig. (2- ailed)
.000
N
1087
1087
P eschoole s'
Reading
Ac i i ies
Pea son
Co ela ion
.694**
1
Sig. (2-
ailed)
.000
N
1087
1087
**Co ela ion is signi ican
Table 3 shows he p- alue o Pea son P oduc Momen Co ela ion
be ween si ing a angemen and p eschoole s' eading ac i i ies in
Ea ly Childhood Cen es in Ri e s Eas Sena o ial Dis ic , Ri e s
S a e as .000 which is less han 0.05 and he alue as .694 which
indica es a s ong ela ionship be ween bo h a iables. The e o e,
he null hypo hesis h ee is ejec ed. Thus, he e is a signi ican
posi i e ela ionship be ween si ing a angemen and p eschoole s'
eading ac i i ies in Ea ly Childhood Cen es in Ri e s Eas
Sena o ial Dis ic , Ri e s S a e.
Discussion o Findings
The indings o he s udy shall be discussed as ollows:
S a ing Clea Rules and P eschoole s' Reading Ac i i ies
The esul o hypo hesis one shows ha he e is a signi ican
posi i e ela ionship be ween s a ing clea ules and p eschoole s'
eading ac i i ies in Ea ly Childhood Cen es in Ri e s Eas
Sena o ial Dis ic , Ri e s S a e. This in e s ha clea ules a e
undamen al o os e ing a posi i e lea ning en i onmen and
p omo ing eading ac i i ies among child en. The inding o his
s udy is in line wi h Fekadu (2019) who a i med ha when
ca egi e s es ablish clea , simple, and consis en ules, young
lea ne s a e mo e likely o unde s and expec a ions and eel secu e
wi hin he lea ning en i onmen . This sense o o de educes
dis ac ions, minimizes dis up i e beha iou , and c ea es an
a mosphe e conduci e o ocused eading ac i i ies. I aligns wi h
he idea ha well-s uc u ed class ooms p o ide child en wi h he
emo ional s abili y and guidance needed o engage meaning ully in
li e acy asks. Gua dian (2013) men ioned ha ules se e no only
as disciplina y ools bu also as suppo i e amewo ks ha
enhance child en’s mo i a ion o pa icipa e in eading.
P eschoole s o en h i e in en i onmen s whe e bounda ies a e
clea ly de ined, as his helps hem de elop sel - egula ion and
esponsibili y.
Use o Discipline and P eschoole s'
Reading Ac i i ies
The esul o hypo hesis wo shows ha he e is a signi ican
posi i e ela ionship be ween use o discipline and p eschoole s'
eading ac i i ies in Ea ly Childhood Cen es in Ri e s Eas
Sena o ial Dis ic , Ri e s S a e. This su mises ha in ea ly
childhood se ings, discipline wo ks bes as guidance a he han
punishmen . Clea expec a ions, ou ines, and p edic able
esponses help child en eel sa e and know wha o do du ing
eading. The inding o his s udy is consis en wi h Bea (2015)
who exp essed ha discipline suppo s sel - egula ion, he abili y
o wai o a u n, lis en, handle books ca e ully, and ollow simple
di ec ions du ing eading ac i i y. Jones (2018) posi s ha a
disciplined en i onmen minimizes dis ac ions, helping child en
a end o s o y de ails, connec images wi h ex , and p ac ice
eme gen eading skills. This s uc u ed o de is especially
impo an o p eschoole s, who a e s ill de eloping a en ion spans
and equi e consis en ein o cemen o class oom expec a ions o
sus ain engagemen (Denham e al., 2014).
Si ing A angemen and P eschoole s'
Reading Ac i i ies
The esul o hypo hesis h ee shows ha he e is a signi ican
posi i e ela ionship be ween si ing a angemen and p eschoole s'
eading ac i i ies in Ea ly Childhood Cen es in Ri e s Eas
Sena o ial Dis ic , Ri e s S a e. The inding o his s udy is
consis en wi h Ibiloye (2021) who emphasized ha si ing
a angemen di ec ly in luences child en’s abili y o see, hea , and
pa icipa e e ec i ely du ing eading sessions. When sea s a e
a anged o minimize dis ac ions and maximize isibili y, child en
a e mo e a en i e, be e engaged, and able o ollow along wi h
he eache ’s ins uc ions. This c ea es an enabling en i onmen
whe e eading ac i i ies can be mo e in e ac i e and impac ul.
This inding also poin s o he need o eache s o delibe a ely plan
and adjus si ing a angemen s acco ding o he na u e o he
eading ac i i y (Wanna ka and Ruhl (20011). G oup sea ing may
be mos e ec i e o s o y discussions and pee eading, while U-
shaped o semi-ci cula pa e ns may enhance eache -led sessions
by keeping all child en connec ed o he eache ’s a en ion. Tobias
e al. (2020) exp essed ha by aligning physical space wi h
pedagogical goals, Ea ly Childhood Cen es can c ea e class ooms
ha no only imp o e discipline and o de bu also p omo e a lo e
o eading h ough inclusi e and engaging se ups.
Conclusion
This s udy in es iga ed class oom managemen and p eschoole s'
eading ac i i ies in ea ly childhood cen es in Ri e s Eas
Sena o ial Dis ic , Ri e s S a e. The e ec i eness o eading
ac i i ies a e o en de e mined by he quali y o class oom
managemen . Ac i e class oom managemen p ac ices enhance
ea ly li e acy among ea ly lea ne s. This he e o e pose a pe inen
conce n on he ca egi e s as hey a e expec ed o ensu e adequa e
class oom managemen . The s udy ound ou ha he e is a
signi ican posi i e ela ionship be ween he a iables o class oom
managemen (s a ing clea ules, use o discipline and si ing
a angemen ) and p eschoole s' eading ac i i ies in Ea ly
Copy igh © ISRG Publishe s. All igh s Rese ed.
DOI: 10.5281/zenodo.17707931
59
Childhood Cen es in Ri e s Eas Sena o ial Dis ic , Ri e s S a e.
Bea ing in mind h p eschoole s canno ead in a diso ganised
class oom, i is essen ial ha ca egi e s pay sui able a en ion o
class oom managemen as i p omo es eading ac i i ies.
Recommenda ions
Based on he indings o he s udy, he ollowing ecommenda ions
a e made:
1. Ca egi e s should p esen ules in simple, concise
language and ein o ce hem wi h isual aids such as
cha s, symbols, o pic u es o ensu e p eschoole s easily
unde s and and emembe he guidelines.
2. Ca egi e s should adop posi i e and suppo i e
discipline s a egies such as clea ou ines, gen le
eminde s, and consis en ein o cemen o help
p eschoole s de elop sel -con ol and emain a en i e
du ing eading ac i i ies.
3. Ca egi e s should a ange class oom sea ing in
in e ac i e pa e ns such as ci cles, semi-ci cles, o small
g oups o enhance isibili y, encou age pa icipa ion, and
p omo e coope a i e lea ning du ing eading ac i i ies.
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