CHAPTER
ONE
INTRODUCTION
1.1
Background to the study
Child
up-bringing practices and early childhood education are usually tied to the
beliefs about what life is all about and how to sustain it in the society. This
is not peculiar to Africa alone, as it is common to all races, there is a
greater percentage of influence which child upbringing practices have over
early childhood education.
Babajire
(2000). According to a biblical
expression that says teach your child the way to go, so that when he grows up,
he will not depart from it". This expression agrees with the provision
in National Policy on Education (2013)
which highlights purpose of early childhood education as provision of the
necessary stimulation and opportunities of the right level and development of
the child.
For
years, anthropologists, sociologist and psychologists have been providing
descriptions of how children are raised within cultures around the world,
including the beliefs and practices surrounding pregnancy, child birth and
treatment of young children.
According
to UN1CEF consultative group report on early childhood care and development
(1993), child upbringing practices are enabled in the culture and determine to
a large extent, the behaviour and expectations surrounding child's birth and infancy. This also influences the early
childhood, adolescence and the way these children bring up their own children
in future. Furthermore, the submission of the anthropologists, sociologists,
and psychologists suggest that child up-bringing consists of practices, which
are grounded in cultural practices pattern and beliefs, these include breast
feeding and weaning, toilet training, language development, social and
emotional development. All these have impacts on the early childhood education
of individual.
Maduewesi
(2007) defines early childhood education or pre-school education as a semi -
formal education arrangement, usually outside the home where by young children
from about the age of three to five are exposed through play like activities in
a group setting to social and physical learning which are proportionate to
their development, until the mandatory age of government approved formal
schooling.
National
Policy on Education, the following are highlighted as the objectives of early
childhood/pre-school education:
i.
To effect a smooth transition from home
to school.
ii.
To prepare the child for the primary
level of education.
iii.
To provide adequate care and supervision
for the children while their parents are at work (on the farm, in the market,
offices etc.)
iv.
To inculcate social norms.
v.
To inculcate in the child, the spirit of
enquiry and creativity through the exploration of nature, the environment, art
music and playing toys.
vi.
To develop a sense of cooperation and
team work
vii.
To learn good habit, especially good
health habits.
viii.
To teach the rudiments of numbers
letters, colours, shape, forms and through play.
Thus
since the education of the child starts right from home being the first place
he interacts with, the kind of up-bringing practices employed by parents or guardian has lots to do in the
education of children in the early years. In other words, there is significant
relationship between the transit from home to the school and the objectives of
early childhood education as stated in the National Policy on Education.
1.2
Statement of the Problem
Series
of problems have been identified by scholars in the social sciences which are
affecting the early childhood education among which are environment heredity and so on.
1. These
identified factors tend to indicate the rate at which children in the pre-
school centers learn, interact and explore.
2. To
investigate into child up-bringing practices and it's implication on early
childhood education.
1.3
Purpose of the Study
The
purpose of this study is to investigate the opinion of some selected nursery
and primary school teachers, on the roles of child up-bringing practice on
early childhood education in Epe local Government Area of Lagos State.
Specifically
the study sets to achieve
1.
Find out if child up-bringing practice
have impact on
early childhood education?
2.
Find out if child up-bringing practice
have any negative effect on childhood education?
3.
Find out if child up-bringing practice
have any implication on the behavior and future of child?
1.4 Research
Questions
Answers
will be sought to the following research questions
1. Does
child up-bringing practice have
impact on early childhood education?
2. Does
child up-bringing practice have any negative effect on childhood education?
3. Does
child up-bringing practice have any implication on the behavior and future of a
child?
1.5
Research
Hypotheses
1. There
is a relationship between child up-bringing practice and benefit of early childhood education?
2. There
is a relationship between child up-bringing practice and any negative effect on
childhood education?
3. There
is a relationship between child up-bringing practice and any implication on the
behavior and future of child?
4. There
is a relationship between child up-bringing practice and school environment?
1.6
Scope of the Study
This
study is limited to the nursery and primary schools teacher in Epe Local
Government Area of Lagos State. Such nursery and primary schools include:
i.
Jolayemi Nursery and Primary School.
ii.
St. Michael Primary School.
iii.
Christ the redeemer Nursery and primary.
iv.
Christ Church Nursery and primary.
v.
Luyepo primary school.
vi.
Lupetoro primary school.
vii.
Faith foundation Nursery and primary
school.
viii. Rosenik
Nursery and primary school.
ix.
St-Theresa Nursery and primary school.
x.
St-Theresa primary school.
1.7
Significance of The Study
The
outcome of the study would help to determine the various child up-bringing
practices employed by parent and the importance of this practices on the early
childhood education. Also parent will be able to admit the fact that the child
up-bringing practices which ever one is employed by the parent affect the
education of their wards.
The
study identify deficiencies in the use of child up-bringing practices in
relation to early childhood education and offer useful suggestion to parent on
the right choice of child up-bringing practices.
The
result of the study also identify and acknowledge the implication of child up-bringing
practices which ever employed on the behavior and future of a child and also
offer useful suggestions on why parent should take time in the use of parenting
styles.
1.8
Limitation of the Study
The
time frame for this study has made it impossible for the researcher to sample a
larger population because it has to be conducted and submitted within a
stipulated time. This is the reason why the study was limited to primary school
teachers, parent, and guardian in Epe Local Government Area of Lagos State.
1.8
Definition of Terms
=- Child:
- A young person who is not yet an adult.
=-
Child up Bring :- Is the
process of promoting and supporting the physical, emotional, social, financial,
and intellectual development of a child from infancy to adulthood.
=- Education :- It is the process of
teaching and learning usually at school
=- Parenting
:- Activity of looking after children
=-
Practices:-
They are method or custom in doing things.
=- Style:-
The way in which a person or group of people typically does something
=- Child up bring:- is the process of
promoting and supporting the physical, emotional, social, financial, and
intellectual development of a child from infancy to adulthood.