ABSTRACT
The need for Assured Quality at the pre-schools and primary
schools, as a pre-
requisite for proximal learning among children
cannot be overemphasized. Indeed any meaningful discussion of excellence and
qualitative education must take account of the central place of child's growth
and development in the educational system. Although, the National Policy on Education (1998; 2004)
specifies the guidelines for operating Pre-Primary Education in Nigeria, it did
not specify the care and support requirements for children aged 0 to 3 years.
This is a major gap that has left the operation of Early Childhood Care and
Pre- Primary Education more in the hands of private operators without adequate
guidelines or standards. It is sad to note that in spite of the ideals spelt
out in the National policy on Education (2004). In as much as Integrated Early Childhood Development (IECD) aims to
incorporate interventions from the various sectors of health, nutrition,
education protection and participation to ensure positive outcomes for the
child in terms of cognitive achievement, care and development, this study
should underscore the importance of IECD as a developmental intervention
for children.
TABLE OF CONTENT
CONTENTS
PAGES
Certification
.........................................................................................................................i
Dedication
...........................................................................................................................ii
Acknowledgement
.............................................................................................................iii
Abstract
..............................................................................................................................iv
Table of contents .................................................................................................................v
CHAPTER ONE
Introduction
1.1 Background
of the Study 1
1.2 Statement
of Problem 3
1.3 Purpose
of Study 4
1.4 Significance of the Study 4
1.5 Research
Questions
5
1.6 Scope
and of the Study
6
1.7 Definition
of Terms
6
CHAPTER TWO
Literature Review
2.0 Introduction 9
2.1 QUALITY
PROGRAMMING IN ECCE …. A REVIEW 9
2.2 EARLY
INTERVENTION - AN OVERVIEW 15
2.3 (IECD) 25
2.4 TRENDS
28
2.5 THE CHILDHOOD LEARNING 35
2.6 CAREGIVERS
PROFESSIONAL DEVELOPMENT 38
2.7 CONCLUSION 38
CHAPTER
THREE
Research Methodology
3.1 Research
Design 39
3.2 Scope of study
39
3.3 Population of study 40
3.4 Sampling and Sampling technique 40
3.5 Research
Instrument 40
3.5.1 Teachers Perception Questionnaire (TPQ) 40
3.5.2 Checklist 41
3.6 Validity of Research Instruments 41
3.7 Reliability of Research Instrument 41
3.8 Procedures for Data Collection 42
3.9 Procedures for Data Analysis 42
CHAPTER FOUR
Data Presentation and
Analysis
4.1 Introduction 43
4.2 Demographic Distribution of Analysis 43
4.3 Analysis of Research Questions and
Results 48
4.4 Checklist Analysis 54
CHAPTER FIVE
Summary, Conclusion
and Recommendation
5.1 Summary 57
5.2 Discussion of Findings 58
5.3 Limitation 62
5.4 Recommendations 62
5.5 Suggestion for further Studies 63
5.6 Conclusion 64
References 65
CHAPTER
ONE
INTRODUCTION
1.1
Background of the problem
The need for Assured Quality at the pre-schools and primary
schools, as a pre-
requisite for proximal learning among
children cannot be overemphasized. Indeed any meaningful discussion of excellence and
qualitative education must take account of the central place of child's growth
and development in the educational system (lgwe1998; Osanyin, 2002). Curtis (2000) opined that researchers, practitioners,
parents and stakeholders all need to define a "quality assured educational programme". The clamour
for an acceptable definition of quality in educational programming naturally brings to the fore the need for a consensus on
what should constitute the minimum standards whenever an early childhood
development programme is being evaluated.
In this connection, it is noteworthy that the
National Policy on Education (1998) declares that the responsibilities of
government for pre-primary education shall be to promote the training of
qualified pre-primary school teachers in adequate number, contribute to the
development of suitable curriculum and supervise and control the quality of
such institutions. Indeed this serves as an official acknowledgement of the
realization that the progress of pre-school educational provisions should be
evaluated along certain parameters. No nation can afford to
ignore the education of its children. Although, it
is the society that dictates the content and standards of its education, yet it
is still
not enough to provide quality
education, but the education offered by its
pre-schools should be qualitative in nature. Osanyin (2002)
sees Quality as a complex, cultural and relative
concept whose components relate to the structural aspects such as staff
qualification, group composition, materials, and children's experiences types
of setting and staff stability.
Early Childhood Care in Nigeria evolved as a special field of focus
for developmental intervention about two decades ago based on Government's
resolve to create an enabling environment for the Nigerian child. This enabling
environment is to help the child to thrive and develop to its fullest potential
in line with the national goal and aspiration of building a land full of bright
opportunities for all citizens. Research evidence abound from many fields of
study that the care and support received by a child in terms of good health,
nutrition and psycho-social care and protection are crucial in the formation
and development of intelligence, personality and social
behavior.
Integrated Early Childhood Development (IECD) which is a recent idea
views the survival, growth and development of young children as mutually
inter-dependent. It utilizes multi-disciplinary and cross-sectoral intervention
in promoting good outcomes in early childhood, fully incorporates support to
early learning and psycho-social development. This is also centred on support
to the families and caregivers who provide the primary care to young children
0-3 years which are considered very crucial to a child's subsequent physical,
mental, and social development. Most importantly it is believed that learning
starts at conception (Obanya 2004).
1.2
Statement of Problem
Although, the National Policy on Education (1998; 2004) specifies the guidelines
for operating Pre-Primary Education in Nigeria, it did not specify the care and
support requirements for children aged 0 to 3 years. This is a major gap that
has left the operation of Early Childhood Care and Pre- Primary Education more
in the hands of private operators without adequate guidelines or standards. It
is sad to note that in spite of the ideals spelt out in the National policy on
Education (2004). The material resources, the facilities, etc. are practically
lacking, and where they are available they are not being effectively utilized.
There still exist schools that are being operated by proprietors and teachers
who lack knowledge of the basic principles guiding learning at the foundational
stage of education. This is a trend that foreshadows danger not only for pre-school pupils but
also for their parents and the nation as a whole. If pre-school education must
play its role then the need to investigate the extent of compliance of the preschool
institutions to the prescribed minimum standards becomes imperative.
This study
therefore investigates the need for there to be a body that will regulate the
availability of practical lacking materials and effective utility of available
facilities. However, provision of adequate knowledge of basic principles
guiding learning at the foundational stage to Proprietors and Teachers; hence,
an optimum compliance of preschool institutions to the Prescribed Minimum
Standards.
1.3
Purpose of Study
This study
therefore seeks to:
1. Explore the perception of early
childhood care teachers on the
minimum standards policy;
2. Evaluate the implementation of minimum standards
strategies in the early childhood care centers in Lagos State;
3. Assess the attitude of teachers, parents and
monitoring personnel towards the implementation of minimum standards in the
early childhood care centers in Lagos State;
4. Recognize possible constraints to the implementation of
the minimum standards policy in pre-schools and primary schools.
5. Evaluate the competence and quality of care-givers (teachers).
1.4
Significance of Study
In as much as Integrated Early Childhood
Development (IECD) aims to incorporate interventions from the various sectors
of health, nutrition, education protection and participation to ensure positive
outcomes for the child in terms of cognitive achievement, care and development,
this study should underscore the importance of IECD as a developmental intervention for children.
It should also stimulate in our early childhood care centers positive
action toward the provision of care and support to the child in form of good
nutrition and health for children a healthy and safe environment, psycho-social
stimulation, protection and security. This study therefore becomes important in
as much as it will provide an insight to the quality of early childhood
educational delivery.
The results will be useful for decision-making process on matters
affecting early childhood development programmes. It will also assess the roles
the various stakeholders, school owners, teachers, schools, inspectors, parents
etc. in ensuring compliance to the prescribed standards of curriculum
implementation.
It is also being hoped that the study will serve as a drive to the
government to monitor and evaluate pre-school facilities and operations even
after approval has been granted.
1.5 Research Questions
The following questions will be answered in this study:
1. How do early childhood care teachers perceive
the minimum standards policy on ECE?
2. To what extent has the implementation of
minimum standards strategies on ECCE been carried out in the early childhood
care centers in Lagos State?
3. What is the attitude of teachers toward the
implementation of minimum standards in the Early Childhood Care Centers in Lagos State?
4. What is the attitude of the monitoring
personnel towards the implementation of the minimum standards
in Lagos State?
5. To what extent is the adequacy and quality of
care-givers evaluated in Lagos State?
1.6 Scope
of the Study
This study seeks to evaluate the
implementation of integrated early
childhood (IEC) minimum standard in early childhood institutions and will cover 5
publicly owned schools in Surulere Local Government Areas of Lagos state.
1.7 Definition of Terms
QUALITY ASSURANCE: This term refers to administrative and
procedural activities implemented in a system so that requirements and goals
for a product, service or activity will be fulfilled. It is the systematic
measurement, comparison with a standard, monitoring of processes and an
associated feedback loop that confers error prevention. This can be contrasted
with quality control, which is focused on process output.
EARLY CHILDHOOD EDUCATION: This refers to all forms of educational provision given to children
ages 0-8 years. In Nigeria Early childhood education comprises of learning
through socialization, day care centers, nursery schools and first three years
of basic school.
Early childhood education also includes any type of educational
program that serves children in the preschool years and is designed to improve
later school performance.
Early childhood education is a branch of educational theory which
relates to the teaching of young children up until the age of about eight, with
a particular focus on education, notable in the period before the start of
compulsory education.
CHILD
DEVELOPMENT: Child Development here refers to conglomerates
of physical and behavioural signs and functions which serve as a yard stick of
mental capacity. The main four categories of early childhood development
include the physical, social, emotional and intellectual development. At this
period child learns through exploration, experimentation and observations.
Child
development refers to the biological, psychological and emotional changes that
occur in human beings between birth and the end of adolescence, as the
individual progresses from dependency to increasing autonomy. It is a
continuous process with a predictable sequence yet having a unique course for
every child.
INTEGRATED
EARLY CHILDHOOD DEVELOPMENT (IECD): This is an idea that views the survival, growth and development of young
children as mutually inter-dependent. IECD utilizes multi-disciplinary and
cross-sectoral intervention in promoting good outcomes in early childhood.
ENVIRONMENT: This term refers to all the external
conditions and influences that surround an individual.
PLAY: This term describes those spontaneous
activities that a child engages in either alone or in cooperation with other
children or adults.
EARLY
CHILDHOOD CARE EDUCATION (ECCE): This is the education given to children who are within the age range
of 0-8 years.
EDUCATIONAL
PROGRAMME: An educational
program is a program written by the institution or ministry of education which
determines the learning progress of each subject in all the stages of formal
education.
Educational programs help people decide if
they are going to be a teacher or not. They're mostly in high schools called C4
program. C4 programs helps students in high school decided what they are going
to be before they get to college, so they do not waste their time taking class
they do not need in college or wasting their parents money on classes and books
they do not need.
CURRICULUM: Curriculum is an indispensable instrument in
any educational programme. It has often been contended that its fundamental
nature derives from the fact that it is the very foundation for any education
system.
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