IMPACT OF EARLY CHILDHOOD EDUCATION IN NIGERIA

IMPACT OF EARLY CHILDHOOD EDUCATION IN NIGERIA

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BACKGROUND OF THE STUDY

The development of the fetus begins immediately upon conception. The usual period for a completely grown fetus to join the world is nine months, assuming there are no difficulties during pregnancy or premature birth. According to (Estes, 2016), a child is a unique individual with distinct qualities from the time of conception onward. According to them, the nature of children is such that no two children are similar or equivalent in every way, not even identical twins. Even when comparing offspring of the same gender, this is true. As a direct result, there are visible characteristics that may be utilized to distinguish one child from another. According to Melaye (2022), nature and nurture are equally responsible for the complexity of children. From birth to adolescence, children progress through many phases of development. The first two to six years of a child's life are among the most significant in terms of their development. During childhood, children are in a perpetual state of change, which accelerates all elements of their development, including their physical, mental, and psychological growth. They are experiencing enormous alterations and achieving enormous development advances, particularly in the sphere of language learning and expansion. Moreover, they are making significant achievements in the development of their culture.

It is apparent that a child's early experiences have a substantial impact on his or her overall development and future life. Inter-disciplinary study has emphasized the effect, which may be good or detrimental (Tassoni, Beith, Eldridge, & Gough, 2016). It prompts us to carefully assess the quality of early childhood education. According to Bush (2001), referenced in Estes (2016), the years between birth and age five form the basis for successful (or unsuccessful) lives. This is acknowledged on a worldwide scale, and every nation is striving diligently to provide quality early childhood education and care for the youngest children.

Nigeria signed the Jomtien Declaration on Education for All (EFA) in Thailand in 1990 in order to provide all preschoolers with quality and comprehensive early childhood education and care. Prior to this, Nigeria had early childhood facilities, but they were run by the private sector, which either provided subpar services or charged exorbitant prices, making this educational opportunity unavailable to all children. The Federal Government of Nigeria is now receptive to early childhood education as a result of its inclusion in the Universal Basic Education (UBE) initiatives, going so far as to launch a policy on the subject on October 8, 2007. (Punch, 9 October 2017). This is a positive development in the provision of quality early childhood education.

In any contemporary culture, it is considered that education is the key to national growth, and there is a need to sustain all levels of education, particularly the pre-primary stage, which serves as the foundation upon which all subsequent levels are built. Once a youngster has missed this early period, it is typically difficult for the student to return to the fundamentals. Pre-primary education is prevalent in most civilizations; they provide various early childhood education programs for children under the official school age (often 6 years) to prepare them for the rigors of primary education and beyond.

Not everyone is in favor of early childhood education, it should be stated. Robinson and Robinson (1968), cited in Tassoni, Beith, Eldridge, & Gough (2016), believe that young children are not developed enough to master the complicated tasks or abilities required by pre-school programs. They also contend that a mother's love and warmth are more crucial than any educational program. On the other hand, research indicates that early childhood education has a favorable impact on the emotional, cognitive, and social development of children in later years (Tassoni, Beith, Eldridge, & Gough, 2016).

​​​​​​​STATEMENT OF THE PROBLEM

Early Childhood Education lays the groundwork for students' learning, allowing them to develop their skills and talents effectively from an early age. The objective of early childhood care and education is to provide information and knowledge to the families and communities of the students in order to promote their healthy growth and development. In pre-schools, learning begins with play, and as kids begin to enjoy play activities, they are instructed in drawing and coloring techniques, allowing them to develop an interest in art. Students are taught academic subjects such as alphabets, numbers, etc. in the next grade level.

The majority of children do not have healthy cognitive development because their parents and instructors, who are also viewed as surrogate parents in the school context, do not provide sufficient early childhood education (Adebesin, 2019). In the Nigerian education system, the majority of first-grade kids did not attend pre-primary institutions. In these institutions, young children are taught primarily via means best suited to their early aptitude for learning and level of comprehension (Ajayi, 2017). Because they begin their education with the branch rather than the root, the great majority of elementary school students are unable to comprehend the subject matter of the lessons they are being taught (Ajayi, 2017).

Due to the fact that the majority of instructors recruited at primary one schools do not apply methods of instruction that are intelligible by children, the majority of children in the early stages of their primary school education lack academic proficiency. The constrained cognitive development of children is the underlying reason of the widespread lack of academic achievement in our school system. This is because if a kid is unable to finish a work during early schooling, it would be incredibly difficult for the child to complete the assignment at a higher level of education (Ajayi, 2017), hence impacting the Nigerian society.

​​​​​​​OBJECTIVES OF THE STUDY

The main objective of this study is to examine the impact of early childhood education in Nigeria. Specific objectives of this study are:

1. Determine the extent early childhood education is practiced in Nigeria.
2. Determine the impacts of early childhood education on childhood development
3. Examine the impacts of early childhood education in Nigeria.
4. Examine the challenges of early childhood education in Nigeria.

RESEARCH QUESTIONS

The following research questions will be answered in this study:

1. To what extent is early childhood education practiced in Nigeria?
2. What are the impacts of early childhood education on childhood development
3. What are the impacts of early childhood education in Nigeria?
4. What are the challenges of early childhood education in Nigeria

RESEARCH HYPOTHESES

The following null hypotheses will validate this study:

H01: The extent of early childhood education practiced in Nigeria is very low.

H02: Early childhood education does not have an impact in Nigeria.

​​​​​​​SIGNIFICANCE OF THE STUDY

The study of early childhood education differ from country to country. Essentially, day care and crèches provide supervision and care for infants and young ones during the day time so that their parents can hold their jobs. This first phase of childcare and education is from birth or 3 months to 3 years. The first idea of day care centres were warm, safe environments where children could be cared for. It was also aimed at creating opportunities for these young toddlers to interact. In other words, besides the custodial roles played by day care centres and day nursery, there has been increasing evidence that young children in such centres can benefit substantially from involvement in some form of playful learning activities.

Early childhood education is also important in fostering children’s cognitive and physical development. This is outside the expected custodial roles. In the same vein, the aim of childcare from birth till 3 years centres on social and psycho-emotional development. On the other hand, Nursery schools or kindergarten are designed to promote intellectual and social experiences for children. Like it is with the case in day care or day nursery, the objectives of nursery school also emphasizes social skills and at other times, there is focus on intellectual development. Significantly, for Nursery schools that follow the Montessorian ideal, the objective is to employ a carefully designed set of materials, so as to create an environment that fosters sensory, motor and language development thus impacting on the Nigerian society.

​​​​​​​SCOPE OF THE STUDY

This study focuses on the impact of early childhood education on the Nigerian society. Specifically, this study focuses on determining the extent early childhood education is practiced in Nigeria, determining the impacts of early childhood education on childhood development, examining the impacts of early childhood education in Nigeria and examining the challenges of early childhood education in Nigeria.

Early childhood education teachers in Makurdi, Benue State will be the respondents of this study.

​​​​​​​LIMITATIONS OF THE STUDY

In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents. However, the researcher were able to manage these just to ensure the success of this study.

Moreover, the case study method utilized in the study posed some challenges to the investigator including the possibility of biases and poor judgment of issues. However, the investigator relied on respect for the general principles of procedures, justice, fairness, objectivity in observation and recording, and weighing of evidence to overcome the challenges.

​​​​​​​DEFINITION OF TERMS

Impact: A marked effect or influence.

Early childhood education: Early childhood education, also known as nursery education, is a branch of education theory that relates to the teaching of children from birth up to the age of eight. Traditionally, this is up to the equivalent of third grade. ECE is described as an important period in child development.

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