IMPACT OF EARLY CHILDHOOD CARE AND EDUCATION (ECCE) AND FAMILY BACKGROUND ON THE DEVELOPMENT OF CHILDREN WITHIN THE NIGERIAN SYSTEM
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IMPACT OF
EARLY CHILDHOOD CARE AND EDUCATION (ECCE) AND FAMILY BACKGROUND ON THE
DEVELOPMENT OF CHILDREN WITHIN THE NIGERIAN SYSTEM
Abstract
The study
attempted to investigate the Impact of Early Childhood Care and Education
(ECCE) and Family Background on the Development of Children within the Nigerian
System.
The study
adopted multi-stage random sampling procedure, out of the six geopolitical
zones in Nigeria, three zones were chosen, namely North West, South South,
South West. A sample of 480 pupils were selected. The selection was purposeful
in order to have a data that is nationally representative.
In addition,
the questionnaire was adopted for the collection of data necessary for this
study. Data collected were subjected to appropriate quantitative and
qualitative analyses using basic descriptive statistics including frequency
counts and percentages for easy interpretation as well as chi-square test.
The research
revealed that children who did not pass through the preschool had more
repetitions of classes than their counterparts who passed through the
preschools. It was recommended among other recommendations that the preschool
across the nation should be made compulsory. Also, there should be the
establishment of preschools in the public education sector.
CHAPTER ONE
INTRODUCTION
1.0 Background of the study
Education is
the right of every child and must not be denied it for any reason. This has
been the assertion of the World Summit on the state of global children, which
has led to the inclusion and expansion of early childhood care and education in
the global Education for All programme (Ajayi, 2008). Early Childhood Care and
Development is an investment that offers outstanding returns- both in human and
financial terms. However in most parts of the globe, the political will to put
children at the center, to provide adequate supports for young children living
in poverty, and to make sure that all children are ensured their rights from
the start is nowhere near adequate as yet (Arnold,2004).
UNESCO
Institute of Statistics (UIS; 2008) comparable statistical information on
Africa tells us that 38% of the adult population remains illiterate, that only
12% of children are enrolled at the Early Childhood Care and Education (ECCE)
levels; 76% at the primary; 27% at the secondary; and 6% at the higher
education level. Around 72 million secondary school-aged young people and 30
million primary school-aged children in Africa are outside the school system;
the majority of these have no training or skills to be absorbed in the labour
market.
Sub-Saharan
Africa has made significant progress since the adoption of Education for All
goals in 2000, by reducing its out-of-school population by nearly 13 million,
down to 32 million in 2007. Yet the challenge remains large: one-quarter of the
region’s primary school age children were out of school in 2008, and the region
accounted for nearly 45% of the global out-of-school population. Gender,
income, and location interact with other factors of disadvantage, such as
language of instruction, ethnicity, and disability, to multiply barriers to
school entry. If more actions are not taken, almost 12 million girls in the
region are expected never to enroll, compared with 7 million boys. For millions
of children entering primary school, their journey is marked by late entry, low
achievement, grade repetition, and dropout. While intake rates are going up in
the region, in half of the countries, 50% or more of the children entered
school above the official starting age in 2007( WCECCE, 2010)
Following
the 4th African Conference on ECCE (Dakar, 2009) the African Union voted to add
early childhood development as a (new) eighth priority area in the Second
Decade of Education Plan of Action. The result is that beginning in 2011, all
African countries will track their progress in ECCE. Proposed ECCE indicators
were identified in Kinshasa (July 2010) and scheduled for ratification by the
AU in October 2010. A total of 14 indicators have been proposed which include
health and education indicators. In addition, a national sample of household
data will be used which replicates the Multi cluster Indicator Survey (MICS)
designed by UNICEF. All African countries are expected to report secondary data
and pilot the household data in 2011. Piloting of household data around child
development indicators will focus on two countries within each regional
economic commission (REC).
The
literature on child development is replete with empirical findings
demonstrating a strong causal relationship between foundation stage of the
education of young children and their academic and social competence at
secondary and tertiary levels. Such studies have demonstrated that the
foundation stage is most important stage as children are growing and learning
physically, socio-emotionally and intellectually (Merrell, Tymms and Jones
(2007).
Early
childcare education can be a double edged sword that can both alleviate and
exacerbate disparity. Providing early childcare services can have an equalizing
effect on cognitive and affective development, compensating for the
disadvantaged backgrounds. Even if early childcare services cannot entirely
close the cognitive and social development gap between the rich and poor
children, a lack of this service can certainly widen the gap in a relatively
well-off country (Jaramillo and Tietjen, 2001:3).
The
provision of early childcare education can exacerbate disparities between rich
and poor children, as the wealthy are its biggest users and beneficiaries.
Early childcare education can have an equalizing effect on cognitive and
affective development of young children. The gains such as early reading,
phonological awareness results are revealed in Merrell, Tymms and Jones (2007)
seven years longitudinal study on Changes in Children’s Cognitive Development;
and invariably early mathematical awareness and general knowledge of their
environment. Cognitive development associated with early childcare suggests
that government should encourage the provision of early childcare programs as
is been done in other developed countries such as Sure Start centres UK and The
Early Head Start in the US.
Nigeria, the
most populous country in Africa has since 1999 been marked by several
significant policy thrusts and programmes that seek to actualize the spirit of
the Jamtien Declaration (1990) and Dakar (2000) Education for all plan of
action as well as Nigeria’s own needs and goals for sustainable national
development, using education as an “instrument par excellence’’ (Federal
Ministry Of Education, 2006: 1)
Ololude,
Kpolovie and Edbezor (2009) argue that inequality in learning is not only
difficult to remedy but has also destroyed the intellectual ability of most
children and resulted in inequality socio-economically and politically. “As a
result … for a nation to develop, its early childcare education must be based
on a solid foundation and all national, state and local facilities needed for
enhancing it ought to be provided Ololude (2005a, 2005b, 2007 in Ololude, Kpolovie and Edbezor 2009). The
major challenges faced in Nigeria include lack of trained personnel, inadequate
infrastructure, awareness of the importance of ECCE and so on
This study
will focus on the short term/ long term impacts of ECCE and family background
on the development of children within the Nigerian system where problems such
as government’s non-involvement in early childcare education, failure to
understand the impact of attention to young children for human development and
poverty reduction, failure to reach the most socio-economically disadvantaged
children and the provision of early
childcare education in the three chosen states.
1.1Statement
of problem
Notwithstanding
the claims that ECCE has been rolled out in Nigeria and despite the massive
investment in contracts to purchase ECCE books, the reality is that what now
passes for ECCE is no different from the primary education focus of the past.
Baseline data reveals that most care givers of new ECCE classes have never been
trained, do not know the meaning of ECCE and have not seen the curriculum.
Similarly, most Ministry officials are not aware of place of ECCE in the
state’s education policies.
There is lack
of awareness to the importance early child care Development at all levels from
government officials to most junior members of the communities. Thus; this
study was designed to fill this gap.
1.2 purpose of Study
To assess
the impact of ECCE on future social development of the Nigerian child
To assess
the extent to which family background can influence the future social
development of the Nigerian child
To evaluate
the extent to which these two variables (ECCE) and family background jointly
influence or predict social development
of children.
To evaluate
the awareness of importance ECCE in the
three states (Lagos, Kano and Rivers)
in Nigeria and determine the level of government involvement in the
delivery of quality early childhood education/ preschool in these three states
1.3
Significance of study
This study
will sensitize policy makers, educational administrators and planners on the
need to provide adequate programmes, policies and curriculum for early
childhood education. It will go a long way to make parents to be involved in
their children’s early education by providing the necessary materials. This
will encourage government to provide Pre-primary educational facilities
(classrooms, instructional materials and equipments) needed for the success of
the programme. Also, the result of the study will contribute to policy
formulation and practices.
1.4 Research Questions
1. To what extent did you enjoy
the attendance and activities done at the preprimary school?
2. What are the activities you
enjoyed most during your playgroup/nursery school days?
3. Did you like your teachers
and caregivers during your crèche/playgroup or nursery school period?
4. To what extent were you able
to read correctly before leaving the playgroup or nursery school and did you
find some subjects difficult?
5. For non-attendance of the
preschool, did you repeat classes?
6. To what extent will childcare
education and family socio-economic characteristics influence children’s
intellectual achievement?
7. Will childcare and education
and family socio-economic status influence the social competences of the child
in latter life?
1.5
Scope of Study
Currently
the Federal Government of Nigeria recognizes six geopolitical zones each
comprising 5-7 states. For purposes of the study, Nigeria was divided into
three geopolitical zones namely North East ( Kano State), South West ( Lagos
State) and South South ( Rivers State). A total of twelve primary schools
comprising both public and private schools were drawn from the three states.
This was considered adequate and represented to make tentative generalisation.
1.6 Operational definition of terms
Childcare is
the act of caring for and supervising young children between the ages of 0 –
6years. It is either provided by parents as they look after their young or at
designated centers such as child minders, crèches or day care while both
parents go to work.
Educationis
the impartation and acquisition of knowledge through teaching and learning,
especially at a school or similar institution such as early childcare centres.
Social
Development is the art of early childcare practice that nurtures the affective
development of young children.
ECCE means
Early Child Care and Education, also referred to as pre-primary education is
the education given to children between ages 0-5 plus prior to their entering
the primary school.
ECCD is
process that refers to an orderly, sequential process of change in which a
child learns to handle higher and more complex levels of activity.
SUBEB means
State Universal Basic Education Board
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