1.1 BACKGROUND TO THE STUDY
Early childhood care and
education/intervention programs that is been done in schools have been
shown to significantly enhance children’s prospects for academic success
by reducing the probability of referral to special education, grade
retention, and leaving school prior to high school graduation, which in
turns facilitates the growth and performance of schools (Smith, 2002).
Factors that affect the growth and
performance of schools and childcare providers include poverty,
developmental and learning disabilities, belonging to an ethnic
minority, and speaking English as a second language, among other things
(McLoyd, 19980. In addition, early childhood care demonstrate
significant return on investment over children’s lifetimes according to
Perhaps one of the most important
functions of childcare provider programs is providing a strong
foundation for literacy development, bearing in mind that poor academic
skills are strongly associated with dropping out of school and
delinquency (McLoyd, 1998). However, there is an important caveat with
regard to these research findings, only early childhood care and
education programs of high quality are associated with positive outcomes
which also bring the school to lime light in terms of growth and
performance. According to Jencks & Phillips (1998), poor quality
programs appear to be associated with negative child outcomes and,
unfortunately, the very children most likely to benefit from early
childhood care are the least likely to be enrolled in high-quality
schools. New research is revealing how high-quality schools may be
supporting children’s language and literacy development and that the
impact of specific preschool language and literacy activities may depend
on children’s language and emergent literacy skills.
Perhaps the most robust predictors of
school success are child related factors which are their early oral
language skills, including vocabulary, use of complex sentences, and
metalinguistic awareness (of which phonological awareness is one
element). Emergent literacy skills, including letter knowledge,
knowledge about letter–sound correspondence and understanding the
purposes of reading and writing, are also associated with later school
success (Bowman et al, 2001).
Overall, there is good evidence that
parents and teachers, as well as home and school environments, can
influence the development of these school child skills and thereafter
raises the performance and growth of the school being attended. Thus,
early childhood programs organized by school management that focus on
strengthening children’s language, literacy, and self-regulation across
multiple contexts typically prove to be most effective in promoting
1.2 STATEMENT OF THE PROBLEM
As educators and policy makers consider
whether and how to implement high-quality education system and child
care and education programs, there are important issues to keep in mind.
In order to understand the potential impact of child care and quality
education programs, an understanding of the multiple factors that affect
children’s academic success and school completion is needed. Based on
an understanding of these multiple factors, determining which elements
of child education and intervention are associated with long-term
positive effects on growth and performance of schools is important.
However, the researcher is examining the factors that affect the growth
and performance of schools and childcare providers in Enugu State.
1.3 OBJECTIVES OF THE STUDY
The following are the objectives of this study:
- To examine the factors that affects the growth and performance of schools and childcare providers in Enugu State.
- To examine the relationship between child’s academic success and the growth and performance of a school in Enugu State.
- To determine the factors militating against the growth and performance of schools and childcare providers in Enugu State.
1.4 RESEARCH QUESTIONS
- What are the factors that affects the growth and performance of schools and childcare providers in Enugu State?
- What is the relationship between child’s academic success and the growth and performance of a school in Enugu State?
- What are the factors militating against the growth and performance of schools and childcare providers in Enugu State?
HO: There is no significant relationship between growth/performance of a school and child’s academic achievement in Enugu State.
HA: There is significant relationship between growth/performance of a school and child’s academic achievement in Enugu State.
1.6 SIGNIFICANCE OF THE STUDY
The following are the significance of this study:
- The outcome of this study will educate the administrators in
education sector and the general public on the factors that affects the
growth and performance of schools and childcare providers which has been
proved by researcher to be determined by the child’s academic
- This research will be a contribution to the body of literature in
the area of the effect of personality trait on student’s academic
performance, thereby constituting the empirical literature for future
research in the subject area.
1.7 SCOPE/LIMITATIONS OF THE STUDY
This study will cover the factors that
affect the growth and performance of schools and childcare providers in
Enugu State. It will also cover the factors militating against growth
and performance of schools and childcare providers.
LIMITATION OF STUDY
Insufficient fund tends to impede the efficiency of the researcher in
sourcing for the relevant materials, literature or information and in
the process of data collection (internet, questionnaire and interview).
Time constraint- The
researcher will simultaneously engage in this study with other academic
work. This consequently will cut down on the time devoted for the