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:
- Explore the perception of early childhood care teachers on the minimum standards policy;
- Evaluate the implementation of minimum standards strategies in the early childhood care centers in Lagos State;
- Assess the attitude of teachers, parents and monitoring personnel
towards the implementation of minimum standards in the early childhood
care centers in Lagos State;
- Recognize possible constraints to the implementation of the minimum standards policy in pre-schools and primary schools.
- 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:
- How do early childhood care teachers perceive the minimum standards policy on ECE?
- To what extent has the implementation of minimum standards
strategies on ECCE been carried out in the early childhood care centers
in Lagos State?
- What is the attitude of teachers toward the implementation of
minimum standards in the Early Childhood Care Centers in Lagos State?
- What is the attitude of the monitoring personnel towards the implementation of the minimum standards in Lagos State?
- 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.