THE IMPORTANCE OF EARLY CHILDHOOD EDUCATION TO THE OTHER FORMS OF EDUCATION

CHAPTER ONE

1.1 Background of the study……….………………………………………..1-2

1.2 Statement of the problem……………………………………..2-3

1.3 Significance of the study………………………………………………...4

1.4 Aims and objectives of the study….…………………………………….4-5

1.5 Scope and Limitation of the research…………………………...............5

CHAPTER TWO

2.0 Introduction.................................................. ………………………..6

2.1 Concept of early childhood education……………………………........6-8

2.2 Management of Childhood Institution…………………………………8-9

2.3 Agents Responsible for Education of the Child……………………….10

2.4 Influence of the School Environment on the Child's Development…...10-11

2.5 Early Childhood Education as contained in the National Policy on Education…11

2.6 Origin of Early Childhood Education Ancient Times…….……………11-14

2.7 The Nigerian Perspective........................................................................14-15

2.8 Early Child Care Development and Education (ECCDE)………..……..15-16

CHAPTER THREE

3.0 Introduction………………………………………..…….………………17

3.1 Research Design……………………………………..…………………..17-18

3.2 Population of the study………………………………..………………....18

3.3 Samples and Sampling Technique……………………..………………...18

3.4 Instrument for Data Collection…………………………..……………….19

3.5 Method of Data Collection…………………………...…..………………19

3.6 Method of Data Analysis………………………........……..……………..20

CHAPTER FOUR

4.0 Introduction…………………………….…………………...…………….21

4.1 Presentation and Discussion of Data……………………..………………21

4.2 For the Head Teacher Questionnaire……………………………………..22-25

4.3 For the Teacher Questionnaire……………………..…………………….25-28

CHAPTER FIVE

5.1 Summary Conclusion and Recommendation…………………………....29-32

Definition of the terms………………………………………………………33

Reference……………………………………………………………………34

ABSTRACT

This research work is mainly on the importance of Early Childhood Education to the other subsequent forms of education, four schools were used as sample schools in Argungu Local Government i.e. MCAN Nursery, Royal Nursery and Primary School, Baptist Nursery and Primary School and Fadama Basic Education Nursery and Primary School. The schools were used just to confirm some of the progress and achievements of the form of education, the problems, the programme was facing and what are the possible solutions to the problems.

The early child period is generally regarded as very significant period in the lifetime of an individual. The environmental plays an important role in encouraging or discouraging the child to obtain his optimum development. Yet the child should not be viewed as passive recipient of environmental influence rather he should be viewed as an active producer and participant in the environmental influences that affect his/her optimum development.

Early Childhood Education which also mean the pre-primary education. The Early Childhood Education is that period of human development which falls between birth to eight years (birth - 8 years) the time is critical period is the development of many skills in all areas of development.

Psychologists and educationists recognize this fact and recognize the early childhood education as important subject of study since the education system is built upon it.

In the early years of the child basic component of the home such as the parent, siblings, relatives, television, radio, physical environment of the home, various play material and host of others are paramount importance in the chi I s early education.

In Nigeria early childhood education programme is offered at Early Child Development Centres (ECD) Day Care centres and play groups locally tagged Gelesimi, Ota, Okera etc. in local dialect. They are usually for children aged Zero-two and two-three years.

The childhood institutions management resolves around certain mandatory operational areas. According to Emenike (2003) these areas arc needed or the achievement of educational goals and objectives. It is the responsibility of the schools manager or Administrator, Headmaster, principal etc. to produce and manage Human and materials resources for effective implementation of the schools programmes and for maintenance of the school especially at the childhood level.

The Nigeria perspective, According to Maduewes (1999) the origin of Early Childhood Education in Nigeria dated back to early 1960 when the masters were in charge of the governance in Nigeria.

The earliers Nigerians beneficiaries of Early Childhood Education were naturally those who associate with Missionaries. One can say that such schools have existed as long as western education is existed in Nigeria. Many Nigerians attended a great importance to education. Even though it course a great deal to keep child in the nursery schools.

The research design is survive method and this consist of structured questionnaire. However questionnaires were design for the Head Teachers, Teacher and Parents. Four Nursery schools we selected for this study, thus MCAN Nursery school Argungu, Royal Nursery and Primary School, Fadama Nursery and Primary School and Baptist Nursery and Primary School all in Argungu Town. Our research population comprises of Head teachers, teachers, parents and Desk Officer ECCD UBEC Kebbi state Universal Basic Education Board.

The researcher use questionnaire and oral interview during the process of Data Collection, however I use the interview for other stakeholders another instrument to collect information that are useful to their research. However the data collected was in view to answer the question on how this form of education (Early Childhood Education) assists the other forms of Education system.

CHAPTER ONE

1.1 BACKGROUND TO THE STUDY

The early childhood period is generally regarded as very significant period in the life time of individual. Although, the environment plays an important role in encouraging or discouraging the child to obtain his optimum development. Yet the child should not be viewed as a passive recipient of environment influence rather he should be viewed as an active producer of and participant in the environmental influences, that affect his/her optimum development.

All aspects of child's growth and development that should be adequately taken care of by both parents and teachers, particularly from birth till six years. This is a period when lifelong habits of thought, physical expression, social and emotional responsiveness are laid. Therefore, an understanding of the child's all-round development will help the parent and teachers to promote rather than hinder them.

Early childhood education which also mean the pre-primary education. The pre-school education is very broad term which needs to be explained very well. This is because of the mix up usually observed in the discussion of the education of children before the official primary school age.

Pre-school refers to the period before the official school age of six years. Pre-school education could be taken to mean all forms of education given to children from birth till about the age of six years when formal schooling begins.

Early childhood education is that period of human development which falls between birth to eight years (birth-8yrs). The time from birth to eight is a critical period in the development of many skills in all areas of development. This is the time when environment enrichment or deprivation makes its greatest impact, since development is preceding at a very fast rate, unfavorable experiences such as lack of food, health care, nurturance, or stimulation, unhealthy living, conditions and exploitive working conditions hinder development to considerable extent. In the same way favorable condition faster development. Psychologist and educationists recognize this fact and recognize early childhood education as an important subject of study since the rest of education systems is built upon it.

1.2 STATEMENT OF THE PROBLEM

In the early years of the child basic components of the home such as the parent, siblings, relatives, television, radio, physical environment, various play material and host of others are of paramount importance in the child's early education, experience life more holistically than any age group. Social, emotional, cognitive language and physical lessons are not learned separately by the child in the early years. Adults are most helpful to young children, they interact in ways that indicate the child is learning from the whole experience to which the adult give attention.

Adelodun (1992) viewed that the mother especially, is the first educator of the child. The child learns through observation and imitation in most cases. Early childhood education does not occur in the absence of the parent or primary care giver.

According to National Association for the Education of Young Children (NAEYC) early childhood spans the human life from the birth to age eight.

In Nigeria, early childhood education programme is offered at Early Child Development (ECD) centres, Day Care Centres and play groups. They are usually for children aged zero to two and two to three years. Early childhood education comprises the entire early childhood programmes including day care centres for children under three and kindergarten or nursery education for older children above three. Children's learning through play. QUADRIC 2001.

However early childhood become the basic for all other forms of education.

1.3 SIGNIFICANCE OF THE STUDY

Early childhood education being the foundation of and lay the foundation of all other forms of education of the individuals, therefore, the study/research will assist the subsequent researchers, educationists, teachers parents, governments and Non-Governmental Organizations (NGO's) that will enable them to come in to assist the discipline to its optimum level of acceptance by the people and the Government.

v To know theories of the early childhood education.

v To know the developmental strategies in children cognitive physical, emotional and moral development.

v To know the different types of early childhood education institutions.

v To add more knowledge for both the care givers and early childhood teachers on how to handle the children better.

1.4 AIMS AND OBJECTIVES OF THE STUDY.

1. The aims and objectives of the research is to introduce interested individuals some theories and practice of early childhood education.

2. The origin of early childhood education.

3. To expose the individuals to the different categories/level of child development.

4. To expose the individuals to understand the type and characteristics with developmental anomalies as well as causes of developmental anomalies.

5. To expose the individuals to different forms/ways by which children from birth to eight years were educated.

6. To provide the basis for the early childhood education and to investigate more on its importance.

1.5 SCOPE AND LIMITATION OF THE RESEARCH

The research will cover only the benefits derived from children who went through the early childhood institutions. Knowing the different ways that children from birth to eight years are prepared for the development of their potentialities to assist their communities in all forms of endeavors.

CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.0 INTRODUCTION

The early childhood period is generally regarded as a very significant period in the life of individual. Although the environment plays an important role in encouraging or discouraging the child to obtain his optimum development yet the child should not be viewed as a passive recipient of environment influences. Rather he should be viewed as an active producer and participant in the environmental influences that affect his/her optimum development.

All aspect of child growth and development that they should be adequately taken care of by both parents and teachers. Particularly from birth till about six years. This is a period when life lay habits of thoughts, physical expressions, social and emotional responsiveness are aid, Therefore an understanding of the child's all-round development will help the parents and teachers to enhance them.

2.1 CONCEPT OF EARLY CHILDHOOD EDUCATION

In the early years of the child basic components of the home such as the parent, siblings, relatives, television, radio, physical environment of the home, various play material and host of others are paramount importance in the child's early education. Children experiences life more holistically than any other age group. Social, emotional, cognitive language and physical lessons are not learned separately by the child in the early years, adults are most helpful to young children as they interact in ways that indicate the child's learning from the whole experiences and not just part of that experiences to which adult give attention.

Observation and imitation in most cases. These experiences are not organized but some parents are aware of the fact that the child needs to be engaged in order to enable the parents perform their own duties at home.

Early childhood does not occur in the absence of the parent or primary care giver. The term early childhood education is sometimes used to denote the education by someone other than their parent or primary care giver.

According to National Association for the Education of Young Children (NAEYC), early childhood spans the human life from the birth to age eight.

In Nigeria, early childhood education programme is offered at earl child development centres (ECD), Day Care Centres and play groups local! tagged Jelesini, Ota, Okera etc. in local dialect. They are usually for dm ire aged zero to two and two to three years.

The International Standard Classification of Education (ISC El regards it as pre-primary education or nursery school education and the normative age in principle is between three and give comprises the entire early childhood programmes including day Care Centres for children under three and kindergarten or nursery education for older children above three! Early childhood education or learning focus on children's learning through play.

2.2 MANAGEMENT OF CHILDHOOD INSTITUTIONS

The childhood institutions management revolves around certain mandatory operational areas. According to Emenike (2003) these areas are needed for the achievement of educational goals and objectives. It is the responsibility of the school manager or administrator- head tea, her, principal etc. to procure and manage human and material resources for effective implementation of the school programme and for maintenance of the school especially at the childhood level.

Renowned scholars like Campbel et-al in Eiphan and Hoeh (1974 ) and Akpa G.O (2002) are all in the agreement, that the scope childhood institution to traditionally covers:-

1. Staff personnel administration

2. Curriculum and instruction

3. Pupil personnel administration

4. School community relationship

5. Physical facilities

6. Finance and Business management.

2.3 AGENTS RESPONSIBLE FOR EDUCATION OF THE CHILD

2.4 INFLUENCE OF THE SCHOOL ENVIRONMENT ON THE
CHILD'S DEVELOPMENT

School environment refers to all the human and material resource! available in the school which a child can see hear, touch, smell, taste, feel and respond to, examples are teachers, school compounds, classrooms, other workers in the school, games and sporting equipment, facilities and fields recreational facilities, teaching and learning facilities, the arrangement of The seats and desks in the classrooms. Ventilation, the native and position of the chalkboard and pattern of relationship among the school administrators and the teachers between the teachers and students as well as between students and students.

2.5 PHYSICAL DEVELOPMENT OF THE CHILD

There are two aspects of physical development of the child, namely the

development of gross motor skills - through drawing, running, naming and jumping activities and the development of the motor skills through handling small objects, toys, dying shires, drawing etc. for the child to develop physically he/she should use his or her limits and entire body in carrying out a number of activities.

Children like to jump, cross dwarf wall, work across sticks, pet animals like dog, cats and rabbits, climb short trees, play on swing and roles, manipulate old bicycles and motor tyres. The school should provide children with stimulating environment that offers facilities for physical activities and

development. The school should set outside periods for physical training during which children feel free to engage in activities of their choice; their limits are well develop as a result of such physical activities as children grow older in their development process, it is of absolute necessity that recreational facilities, discussion facilities should be made available in schools for adequate child development.

Intellectual or mental development of the child. Piaget a famous psychologist who studied intellectual development of the children progresses in stages. He outlined four stages namely:

a. Sensory motor stage (0-2 years of age)

The child at this stage learns about the environment through the use of senses (sensory) and the environment (motor) the child touches and puts everything in mouth to learn about it. The major things the body leans it that objects have permanence. If the child must know about the world, men the world must exist whether the child sees it or not.

b. The pre-operation stage (2-7 years of ages)

The child explorers the world of objects and people more extensively. The ability to represent things blossoms in the use of language and imaginative play. The mental ability of the child is irreversible.

Example: a child may add 2 & 4 obtain 6 about but he might not understand that 6-4 would be 2 unless he has been taught that concept before.

c. Concrete operational stage (7-11 years) At this stage become logical, they can classify objects logically. They are no more delivered by external management. They acquire conversation and understanding that certain properties of objects do not change, even when the objects are rearranged. The child however, only reason about the concrete objects.

d. The formal operation stage (7-11 years)

The children at this stage are able to build about the world abstractly, the can reason about things without concrete objects and they are more logical in their approach to problem solution. They are capable of formulating hypothesis or making scientific guesses from observation of events. These are manifested both in academic and non academic situations.

The implication of intellectual development of the child are that the teacher who is a component of the school environment should:-

1. Provide stimulating situations and atmosphere that facilitates intellectual functioning.

2. Help the child in classifying objects and ideas at all levels.

3. Help the children to find and establish relationships of different kinds. Organizing and relating things in series, in a hierarchy comparing part and whole etc.

4. Help children to practice problem solving. The teacher should be guided to look for and locate problems and try out possible solutions.

5. He should provide practice in flexibility in converting ideas into different modes of expression.

EMOTIONAL DEVELOPMENT

Emotion means the stirred up condition of organism involving internal and external changes in the body. Simply put emotion are outward expression inner feelings which are aroused by our behavior, and that of others. Emotions can be expressed in love, fear, anger, laughter and tears etc?. Emotion also involve jubilation or depression.

Worry:- The emotion of worry is an imaginary fear among school children, Worry or imaginary is caused by a repeated re-occurrences in the child's mind of the situation that is feared. Some of the things school children fear includes examination, weekly tests and sometimes the partial treatment of the class teachers.

Love:- The emotion of love is clearly associated with school children it develops from infancy and continued throughout the life of the organism. Anger:- This is learned responses to environment stimuli. School children are usually prone to anger. The following may arouse the emotion of anger among the school children.

- Teasing the parent, elders, teacher or other peers.

- When a child feels that he is infearly treated or his plan of self assertion the emotion of anger is aroused.

- Lack of love or affection by classmates and teachers can affect the child s emotion.

- Emotional tension can arise from the child. The implication of these are:

a. The teacher should motivate the children.

b. Children should be emotionally involved in classroom activities to give them a sense of belonging.

c. Appropriate incentives should be given when necessary. Such incentives
include verbal, praises, facial approval of correct responses or rewards

d. Leaving tasks should be more meaningful and related to the cultural
background of the children.

OBJECTIVES OF EARLY CHILDHOOD EDUCATION AS EXPRESSED IN THE NIGERIA NATIONAL POLICY IN EDUCATION

Compared to the United States, Britain, Germany and France (to mention a few) the history of early childhood education in Africa and particularly Nigeria is very recent. The history of early childhood education can be traced to Christian missionaries who were said to have pioneered pre-school education. It was however, not until the late 1970's that the Nigerian government realized the importance of early childhood education (NPE 1977, revised 2014).

In the National Policy on education government defined early childhood education or pre-primary as the education given in an educational institution to children aged 3 to 5 + prior to their entering primary school". It include the crèches, the nursery and the kindergarten pre-primary education as listed in National Policy on Education directly reflect Nigeria's philosophy of education which is "based on the integration of the individual into a sound and effective citizen and equal educational opportunities for all citizen of the nation". (NPE 2014 revised). The objectives of early childhood education in Nigeria are: -

a. Effect a smooth transition from the school.

b. Prepare the child for the primary level of education.

c. Provide adequate care and supervision for the child whose their parents are at work (on the farms, in the market, office etc).

d. Inculcate social norms.

e. Inculcate the child the spirit of enquiry and creativity through the exploration of nature, as the environment, music, and playing with toys etc.

f. Teach cooperation and team sprits.

g. Learn good habit, especially good health habit and

h. Teach the redument of numbers, letters, colours, shapes, forms etc. through play (FME 2004).

From the articulated objectives we can rightly see the future of the philosophy of pre-primary education. Accent is plays child adjustment,' safety and mental skills, the implication is that staffs and equipment have to be adequate to afford the philosophy and to achieve the objectives (Maduewesu 1999), guidelines for operating Nursery Schools and supervision of existing aims between them should ensure that only those which meets the specified standard and uphold the philosophy, should operate.

The proliferation of Nursery schools as it is at present shows that government is not controlling the establishment of those schools as was proposed in the national policy on education.

The future of pre-primary education in Nigeria through uncertain at present appears to be foreright because the demand for such services is growing, what is likely to happens is that, as mothers become- better educated and better informed they would become more selective in their patronage, choosing only those Nursery schools that has specific benefit to their children.

This would leads to healthy competitions.

MAKING PRE-PRIMARY EDUCATION ACCESSIBLE TO ALL CHILDREN IN NIGERIA

Despite the universally agreed fact that learning begins at birth and the Jomtien World Declaration an Education for all (EFA), very few countries have made appreciable expansion in pre-primary education. The emphasis of most countries, particularly the developing countries is centered on Universal Primary Education. Even in Nigeria where early childhood education is an integral part of the UBE programme, little or no attention is given to the expansion of the pre-primary education. In other words, in the developing countries, pre-primary education is not a priority of education sector as the developing countries are already burdened with the enormous responsibility for other levels of education. As a result, they cannot afford to add the responsibility of funding pre-primary education in order to make it universal and accessible to their already "heavy" education bill. The pre-primary education is therefore, left in the hands of individuals, groups and organizations who naturally charge high fees to meet their running costs.

Invariably, the children from poor or low income families are denied this all-important early stimulation for optimum development. This therefore, explains the relatively poor quality of primary education in Nigeria. According to UNESCO 2001, the quality of primary education has not kept abreast of the expansion in enrolment. This has been a global concern which was high on the agenda for the world education forum held in Dakar, Senegal in the 2000.

Therefore, since research into early childhood education has not only confirmed better performance and high quality in primary education. It is necessary to make this level of education accessible to all Nigerian children. The Nigerian pure school child who is deprived in many ways through the poor standard of living of their parents and pre-primary education even m re than their mere favoured counterparts from the well to do families. These categories of deprived children are the ones mostly in our public primary schools. By the time they complete primary education, if they do not drop out, they are usually not sufficiently literate and numerate to be useful to themselves and society generally (Yoloye, 1999).

EARLY CHILDHOOD EDUCATION AS CONTAINED IN THE NATIONAL POLICY ON EDUCATION

The early childhood as contained in the National Policy on Education (NPE 2004) is the education given to the children in an educational institution prior to their entering the primary school.

Madues (1999) defined early childhood education as semi formal education arrangement, usually outside the home where by young children from about the age of three are exposed, through play - like activities ii ; group settings to mental, social and physical learning suited to their developmental stage, until the mandatory age of government approved formal schooling.

2.6 ORIGIN OF EARLY CHILDHOOD EDUCATION ANCIENT TIMES

It was reported that the ancients, the early Greeks such as Socrate (469-399 BC), Plato (384-347 BC), Aristotle (384-122 BC) and others before them are mentioned about the education of the child. So this concern has been with mankind for a long time. Plato believed that children should be educated by specially trained persons away from their parents from whom they should be removed early. These special teachers should avoid the use of force in teaching the children, and instead they should device interesting and amusing techniques. Thus, even Plato realized the value of play in childhood education. Aristotle suggested that young children should not be formally interested before the age of seven and that of parents should be heavily involved in teaching their children, in (AD 35-95) as he emphasized in his education classic-institutes of oratory this moral character and emotions of children. He advocated a five permissive atmosphere and avoidance of the use of punishment at this time. So we see that the concern about the proper education of children have been with mankind for a longtime.

Right up to 15^th century in Europe, it was believed that childhood hasted only during infancy and in his book centuries of child hood. Philippe Aries (1962) used historical documents art and novels to confirm this, He showed that form about the age of seven the child was looked upon as an adult and treated and dressed as such and was expected to take the responsibilities of adulthood. The church deeply steeped in the doctrine of original sin, thought that the child was born in sin and therefore, evil. He has to be redirected constantly punished and corrected to make him fir for society. However with coming of renaissance educators to influence western thought through regarding children. He was giant in the humanistic education that believes that young children should be educated with involvement in practical activities using concrete objects. These will train his senses and this will lead to true learning. He frowned at verbal teaching of children.

As noted by several authors, it is difficult to pin point just when childhood education began. According to Seefeldt and Nita (1998), early childhood education can be traced to the philosophers Plato (427-347 BC) and Aristotle (394-322 BC) who advocated that a child's education should start before the age six, or to John Amos Comenius (1592-1670), a Crech educator and bishop wrote the school of infancy in 1928 and recommended that education begin on the mother's lap. Education for Comenius would be the same as play as natural as life and growth itself.

However, many cite Jean Jacques Rouseau (1712-1778) as responsible for the of early childhood education. In his book Emile (1947) Rouseau stressed the importance of beginning the child's education at birth. He also believed that education should be based on the nature of children, not on the adult notion of what children are like or should be like. He said that since children passed through stages of growth, their learning experiences should be tailored to suit each stage.

As we are all aware, presently all children start from nursery class before going into primary schools. It is not made compulsory here in our locality but most parents view it as such. The wealthy are well aware of a child's attendance of nursery class before going to primary schools, that is why almost all the wealthy elites took it upon themselves to send their children to nursery schools especially the private ones.

Some manageable or the lower class of people (the poor class as you refereed to them) are also aware of the benefits that is why they also try by all means to send their own children for they believe if the child do not start from nursery class, they would not be able to catch up with other children in the primary classes.

We also have a class of parents I would like to refer to as "a newly bred parents". These I mean those parents who have just started bearing children, this class of people are very eager to send their children to school not even minding whether they are up to school age or not.

There is also another class of parents, this is amongst the lower class where it's the mothers who insists on sending the children to nursery so that they could be relieved of the children's nuisance. Those mothers believe that these children should be sent to nursery so that they would have time to rest or do other house works as they consider the children's presence a hindrance to their activities.

Some of these lower class of people also insist on sending their children to nursery schools just because their neighbors or relatives have sent theirs who are of the same age with their own.

VARIOUS FORMS OF EARLY CHILDHOOD EDUCATION

Early childhood education services are provided using a variety of service delivery models that can be grouped into the following six broad categories.

1. CENTRE - BASED CARE: This composes services aimed primarily at 0-5 years old provided is a centre. It must be licensed by the ministry of Health whatever ages being served by the programme. The license must indicate state approval to serve those typically referred to. These are creche, pre-schools, or nursery schools and play groups.

Educational programmes at these centres are operated by private individuals and groups, religious organizations and some public tertiary institutions.

Educational, care and recreational programmes are provide based on the development needs, interests and experience of each child.

Centres typically operate for at least eight hours per day on normal working days for a minimum of 48 weeks per year.

A mixture of qualified and unqualified teachers and other staffs are usually employed.

2. HOME BASED CARE OR FAMILY DAY CARE

This is type of care provided by close relative such as child's grand-parents, aunt, or uncle either in the home the relative or that of the child.

The state does not regulate this type of home care.

3. OCCASIONAL CARE: Comprises services usually provided at a ccntre on a homely or sessional basis for short period or at irregular intervals, for parent who need time to attend to appropriates, take care of personal matters, undertake casual and part-time employment, study or home temporary respite from full time parenting centres providing service usually employ a mix of qualified and other staff.

4. PRE-SCHOOL OR NURSERY SCHOOLS

This consist of services provided by qualified teachers on a seasonal bas s in designated pre-school. Pre-school programmes or curricular may also be provided in the centre-base day care centre and other setting. These services are primarily aimed at children in the year before they commence full time schooling.

The nursery schools in Nigeria other accept children between the met of 3-6 and prepare the child for entering into primary school.

5. OUT-SIDE SCHOOL HOURS CARE:

Comprises services aged children (primarily 5-12 year old) outside school hours during term and vocation. Care may be provided on time days, such as midterm or when school finishes early.

6. OTHER SERVICES Comprises of government funded services to

support children with additional special needs or in particular situation.

2.7 THE NIGERIAN PERSPECTIVE

According to Maduewes (1999) the origin of early childhood education in Nigeria dated back to early 1960 when the masters were in charge of the governance in Nigeria. The earliest Nigerian beneficiaries of early childhood education were naturally those who associate with missionaries. One can say that such school have existed as long as western education has existed in Nigeria. Many Nigerians attached a great importance to education. Even though it cost a great deal to keep children in the nursery school, parent especially those who themselves never went to school, think that money well invested. This is partly because being deeply religious or should I say superstitions and child conscious, providing for teaching the child is almost like a religious duty. The 1970's those years following the Nigeria civil war were especially active in the growth If nursery schools all over the country in response to increasing demand for such facilities many survivors of the civil war, especially in the former war zones in savoring their survival were ready to do for their children the best that was possible. And since generally it was believed that nursery school give a head start for primarily education, there was a general scramble for nursery school places. Also many more women going out to work for paid employment, leaving their children at home. It thus become increasingly desirable to have places or centres looking after pre-school children. This gave further reason for the growth and increase of pre-school services.

2.8 EARLY CHILD CARE DEVELOPMENT AND ED UCAT ON

(ECCDE)

Early child care development and education covers aspects of child's

life such as infant stimulation, health and nutrition, early child eciucat un ,

Mi*.'-

physical development, socialization and intellectual development among others. This is deliberately targeted at affecting developmental changes Mi

the child. The knowledge of ECCDE is essential for care givers teachers and

managers as this will help them in providing the much needed support the child's in its development and general well-being.

❖ Early childhood: early childhood is the period of child's life \S conception to age eight. It is the period between 0-5 years.

❖ Care: care which starts from conception is the action taken to ensure tfib protection and support for the health, nutrition, physical, psycho-social, cognitive, emotional, spiritual and moral development.

❖ Development: Development is the gradual process of changes in the child

which is exhibited physically, mentally etc. ♦♦♦ Education: Can be defined in this context as the systematic wa- of acquiring knowledge, skills, values and desirable norms, which takes place most commonly in a formal school system.

CHAPTER THREE

METHODOLOGY AND PROCEDURE

3.0 INTRODUCTION

The paramount intention of this research work or study is to find out at v extent the early child education programme assists the other forms df educational development of the child, in the area under study Argungu to\ The chapter is mainly concerned in devoting to some strategies of research. These includes, research designing, population of the study, sai ipk and sampling techniques, instrumentation, validity and reliability of the instrument and the methods of data collection and analysis.

3.1 RESEARCH DESIGN

The research design is regarded as master plan or frame work ol activities the researcher intends to follow in investigating the problem interest. The research design tells what to do and how to do it.

Therefore, the research design is survey method and this consisis of

structured questionnaires. However, questionnaires were designed for the Head teachers, teachers, for (ECCD UBEC). The selected schools for t] research work are; MCAN Nursery School Argungu, Royal Nursery

Primary School, Fadama Nursery and Primary School and Baptist Nursery and Primary School all in Argungu town.

The purpose of the questionnaires is to know at what extent the Barry Childhood Education assists the other forms of educational development of the child.

3.2 POPULATION OF THE STUDY

Our research population comprises of the Head teachers, Feachers, pa .nts & pupils Desk Officer ECCD UBEC Kebbi State Universal Basic Education Board.

3.3 SAMPLES AND SAMPLING TECHNIQUE

Research is carried out for the purpose of discovering or rediscoveriiSg phenomenon in the form of events, laws, principles, occurrences etc when have applications that are beneficial to mankind.

However four (4) schools in Argungu town were selected foi the purpose of this research to serve as samples. The results gathered out of these four sampled schools was used. The schools selected are:

1. MCAN Nursery Argungu

2. Fadama Nursery & Primary School Argungu

3. Royal Nursery and Primary School Argungu

4. BAPTIST Nursery & Primary School Argungu

5. A Desk Office ECCD UBEC Kebbi State

3.4 INSTRUMENT FOR DATA COLLECTION

The researcher used questionnaires and oral interviews during the piece- s of

data collection. However, he used the interview for other stakeholders as

another instrument to collect information that was useful to this investigation. Interview is flexible and applicable to different type problems.

The questionnaires were be distributed to all our selected sectors. Each school was given a total number of seven (7) questionnaires where M desk officer was given only two. This gave us a total number of tw enty 7.0) questionnaires.

3.5 METHOD OF DATA COLLECTION

The survey research method was used for this study. The schools were visited plus the UBEC Kebbi State to administer and observe thn ngh observation of the questionnaires. They were equally asked some vital questions that added more importance for the study. Questionnaire were given to the respondents, to fill appropriately, then later they were collected back.

3.6 METHOD OF DATA ANALYSIS

The data collected were analysed, criticized and come-up with reliable data/information represented the entire population of the study. The data were computed and analyzed using percentage.

CHAPTER FOUR DATA PRESENTATION, ANALYSIS AND DISCUSSION 4.0 INTRODUCTION: This chapter presents data collected and analysis for the fieldwork. The data however, have been collected from he lead teachers, teachers, pupils, parent and desk officer on ECC programme State

Universal Basic Education Board Kebbi State.

However, the data collected was in view to answer the question on

how this form of education (Early Child Education) assort the other forms of education system.

The research questions were based pick phases i.e the Head teachers of the selected school, teachers of the selected schools, the pupils o the selected schools, parent of the various selected schools and finally the Desk officer in ECC Kebbi State Universal Basic education Board. 4.1 PRESENTATION AND DISCUSSION OF DATA

The section present the data on personal opinions of the respondents and

actual situation of the schools in question and both the community and

government intervention in promoting the early childhood education in Argungu Metropolis.

4.2 FOR HEAD TEACHERS QUESTIONNAIRE

1. The four schools selected here classes ranging from 2 classes to 14 classes. This show, there is need for additional enrolment to some schools that have low classes, because it is the low enrolment ui; -up made the classes very few.

2. The enrolment of the four schools also ranges from 60-420 per school

which give the total number of enrolment of 502 pupils for the whole schools. The enrolment turn up for other schools needs to be encouraged as indicated in the question number above.

3. The regularity and punctuality of pupils of the whole schools is highly

encouraging, hence pupils come to school in good time and leave when it is time for closing. The four schools start lesson by 8:00am cl : for breakfast by 9:30am, he open by 10:30am and closed finally for the day by 11:50 or 12:00pm at most.

4. The teacher for early childhood education for the schools in question

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ranges from six-twenty teachers. This is actually enough for the classes enrolment highlighted above in question two. The teachers can handle the classes properly.

5. Among the teachers for early childhood education for the whole scl ols (41) only 31 teachers had professional training for early childhood

education. This has indicated that two third of the total teachers have professional training for ECCE. This have also made the school to perform good activities which enhanced the teaching and learning programme.

6. The schools response to material available for ECE education programmes was yes. This means the whole had enough material available for both teachers and pupil's exercises to promote teaching and learning experiences.

7. The participation of pupils in the school programme was positive. The pupils of the various schools participated in every school activities organized.

8. The responses of the four school head teachers showed that the schools were organizing important and more education programmes thai vv uld prepare the pupils for educational system. Pupils who attend the ECE should show cleared differences.

9. The contribution made by all the parents of the selected schools were:

■ Sending their children to school in good time and providing their needs.

■ Regular visits to the school and offer some advises.

■ Rendering financial assistance to school especially when PTA meeting was collected.

7. The participation of pupils in the school programme was positive. The pupils of the various schools participated in every school activities organized.

8. The responses of the four school head teachers showed that the schools were organizing important and more education programmes thai w uld prepare the pupils for educational system. Pupils who attend the ECE should show cleared differences.

9. The contribution made by all the parents of the selected schools were:

■ Sending their children to school in good time and providing their need ;.

■ Regular visits to the school and offer some advises.

* Rendering financial assistance to school especially when PTA meeting was collected.

■ Regular payment of school fees.

10. Parents of the whole schools always should concerned to the programmes organized by the schools. They responded to all activities organized by the schools for the pupils. Therefore, the issue of lukewarm attitude did not arise.

1 l.The ECE education as confirmed by the four head teachers of the ichoo s selected is that providing the basic knowledge to the child. It also prepare the individual child for primary education programmes. It also expose the child to learning environment.

12.For the government intervention to ECE programmes schools selected, only one school said yes that they have received some interventions If om the government, but the three other schools have never received any assistance from the government or non-governmental organizations. From the above researcher concluded that government and lon-governmental organizations have not shown concern on early childhood education in the area. Therefore, there is need for the government and other agencies to come to the aid of early childhood education of the area.

13.The community recognition of early childhood education of your schools as confirmed from the four head teachers responses revealed that the parents were:

■ Paying visit to the schools to see for themselves what teachers/pupils are actually doing.

■ Participating in the schools activities.

■ Assisting the schools both financially and otherwise.

■ Rendering assistance where necessary to the schools.

■ Regular payment of school fees.

14.The parent did visit the schools of their pupils regularly, and commend positively on the performances of both the school teachers and pupils. Their comments generally were encouraging.

4.3 FOR TEACHER QUESTIONNAIRE

I. Teachers from the four schools selected i.e Muslim Corpers Association of Nigeria Nursery school, Baptist Nursery and Primary school u d Royal Nursery and Primary School.

However, up to 18 teachers answered the questionnaires prepared for them to answer.

Eighteen teachers answered the questionnaires, eight of them were female and ten of them were male.

2. Most teachers at various schools mentioned the period they have been teaching in the schools ranges from 2 months to 7 years. But vast number of them fall from 1 year to seven years.

3. The schools where have having only few teachers all teachers teach in the

classes for nursery, and they teach all subjects taught. However, some schools where teachers were few but enough in the schools, different teachers to some classes and different subjects. This indicated that teachers shift from one class to other.

4. According to the responses by the teachers of various schools on relationship between the teachers and the school authorities, all the

responses confirmed that relation were cordial encouraging.

This however, indicated that teachers of these school have no problem

from the school authorities that will hinder their activities to deliver.

5. Eleven teachers of the schools selected had professional qualification for ECE, and seven (7) of them had no professional qualification for ECE.

Therefore, there is need for the promotion of the nursery schoo.s to

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send their teachers qualifications attainment. They should also employ qualified teachers for ECE programme.

6. For the availability of materials for ECE at various schools, most of the teachers agreed to have material but enough for the exercises. Only

MCAN nursery and Baptist Nursery schools had enough materials for Their pupils. Therefore, for the schools that had no enough materials should do everything possible to make materials available and enough for their pupils interactions.

7. All the responses gathered by the teachers of the schools on relationship between the teachers and pupils and lend of participation of pupils to teachers deliverations. Teachers have good relation with their pupils. Pupils who also participated in all activities/experiences organized by the teachers.

8. The observation made by all teachers of the school selected of the progress of this pupils graded good. Parent especially the working class provided all the needs of their children and lead them to schools to make sure that children get to their school safely. Parent also pay regular isit to the schools and offer advises and rendering financial assistance they equally attend all quantities organized by the school for their pupils. Therefore in general there were good relationship and participating for pupil's progress.

9. The importance of early childhood education as confirmed by the respondents was that the early education exposed the child it therefore developed some potentials of affective domain. Children were expo , to

school setting. Pupils were also exposed to basic knowledge and skills that would be the building blocks for other subsequent forms of education. Early childhood education also exposed pupils to some rudiments of health habbits, that would disquish them from those who did not attend the programme.

Therefore ECE prepare the child for primary education for successfully attainment of primary education very well and easy. 10. The general comment most of teachers from the school made an the early childhood education, teachers urged the parents to enroll their children into ECE programme for the fact that it gives pupils basic knowledge of all the fields which lead them to better understanding in their future education. In a nut-shell, Early Childhood Education is the foundation of all other forms of education.

Generally, teachers urged the parents to send their children into ECE programmes. Government equally should give full support to early childhood education to make it better should schools also should allow their teacher to obtain training other job. These would make a better link to other subsequent forms of education.

CHAPTER FIVE 5.1 SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

The research topic has been choosen just to see at what extent the early childhood education assisted the other forms of education to the development of the child potentials.

Related literature was also highlighted in the writings; so that it could guided to others who want to embark on similar assignment.

However, from findings of the data analyzed in chapter four (4) it could be summarized as follows:

• The gathered information was from the four schools selected for the study i.e MCAN Nursery, Royal Nursery, Fadama Nursery and Primary school Baptist Nursery and Primary school Argungu.

• From what the researcher has gathered the schools have enough classes and materials for running their programmes.

• The enrolments of the schools were encouraging.

• Pupils responses as regard to regularity and punctuality was good.

• Two third of the total number of teacher have gone through professional training of ECCE.

• The school actually organized interesting and educative activities. Therefore, pupils have shown clear differences between children who have not attended the programme.

• Parent/community contributed in many ways to the development of the schools financially, materially and advisedly.

• From what the researcher has gathered Government/Non governmental have shown very much interest in the programmes. Therefore the schools have not received better assistance ffon the Government and Non Governmental organizations.

All the schools under study have minimum staff who were running the programme at the various schools. The schools worked very cordially with all other sector in their schools. Therefore, the relationship between the Headmaster and the number of staff was equally encouraging.

For more productivity the proprietors and the schools authorities, must arrange to send their teachers for quality assurance.

Materials for both teachers and pupils must also be available so as to enhance teaching achievement in the pupils performances. Therefore, the schools deserved credibility

The teachers of the schools observed expressed importance of early child hood education as it exposed the child to develop some potentialities of

basic literacy and numeracy which will lead other subsequent forms of education. However, the early childhood programme prepared the child for primary education level.

Teachers encouraged the parents to send their children into ECCE schools. Government equally should give full support to early childhood education programmes, to make it sound better. Teachers should also be assisted to obtain other related and relevant skills on the job.

Only eighteen from the four schools were able to complete the questionnaires. Their ages range 3-5 years.

Pupils and teachers were cordially good. Pupils played freely in good environment. Pupils also responded appropriately to activities organized for them.

According to what the researcher investigated, parents of the children in the schools assisted the schools programmes as they assisted the schools financially. They also visited the school regularly to see the performances of their children, they commented where necessary.

According to what the researcher has so far gathered from the desk officer on ECCED Kebbi State Universal Basic Education Board. The state has total number of ECCE centre up to 375 across the state.

The Officer in charge of the centres was able to visit 201 centres out of the total number of the centres. All the centres he visited responded Lo have been doing what they were expected to have done. However the schools need additional of the followings:

• More qualified personnel

• Teaching materials

• More funds

• Intervention of the government/non governmental organizations to the programme.

As reported and confirmed by the Desk Officer for ECCE Universal Basic Education Board Kebbi State, said the importance of early child hood education programme is to give every eligible child of Nigeria a good start in life and comply with policy in health, sanitation, safe water and education.

Therefore the ECCE programmes is a start for good life of an individual as it exposes children to important things for life such basic knowledge as key stone to every forms of education, good health habit and other forms of social interactions.

DEFINITION OF THE TERMS

1. ECE: (Early Childhood Education)

2. ECCE: (Early Childhood Care Education)

3. Pre-School: This is the type of education given to children from birth till about the age of six years in traditional African society.

4. Pre-Primary Education: This is also a type of education given to children of ages from there to five years in an educational institutions.

5. Creche: A Creche is a child-minding place or centre for children from a few months till about three years.

6. Day Care Centre: This is also a child minding centre for children follow the ages of three years.

REFERENCE

1. Anonon 0.0 (2006) Planning and Implementation of Educational Policies in Nigeria.

2. Adeyanju A. (2000) Principles of Educational Management.

3. Akinbote O. Oduolorun, E. and Lawal B. (2001) Pre-Primary and Primary Education in Nigeria.

4. Ezewu E. (1983) Sociology of Education.

5. Quadrik (2001) Introduction to Primary Studies.

6. Universal Basic Education Commission - Training Manual for Early Childhood Care Development and Education (ECCDE) Nov. 2013.

7. ECE 313 Course Material.

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THE IMPORTANCE OF EARLY CHILDHOOD EDUCATION TO THE OTHER FORMS OF EDUCATION