THE ROLE OF EARLY CHILDHOOD EDUCATION (ECE) IN FOSTERING CRITICAL THINKING SKILLS AMONG NIGERIAN CHILDREN
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- NGN 3000
Abstract: This research examines the role of early childhood education (ECE) in fostering critical thinking skills among Nigerian children. The objectives are to explore pedagogical practices that support critical thinking development, assess the effectiveness of current ECE approaches, and propose strategies for enhancing critical thinking skills from an early age. Employing a mixed-methods survey research design, this study justifies its approach by surveying educators, parents, and cognitive development experts to gather diverse perspectives and empirical data. A purposive sample size of 300 participants ensures representation from urban and rural areas, capturing Nigeria's socio-economic diversity. Anambra State is selected as the case study location, recognized for its educational innovations and commitment to cognitive development in early childhood. The reliability coefficient score will validate data reliability and robustness across quantitative and qualitative analyses. Findings are expected to inform educational policies and practices that promote critical thinking as a foundational skill in Nigerian ECE settings, contributing to enhanced learning outcomes and future academic success.
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