TEACHERS’ PERCEPTION AND THE IMPACT OF EDUCATION PROGRAMMES ON PRE – SCHOOL CHILDREN DEVELOPMENT IN IDO/OSI LOCAL GOVERNMENT AREA OF EKITI STATE

CHAPTER ONE

INTRODUCTION

Background of the study

The early childhood years have been universally recognized as crucial years for laying the foundation. The significance of education during these early years of life hardly needs to be emphasized, today researchers have proved that this is the most impressionable period of one life (Amandeeep and Jaswal, 2001). Impressions gained at this tender age have a far reaching effect on life. It is therefore, essential that a rich environment be provided to the child during this period of his growth and development.

Educationally, the period of early childhood is believed to be very important. It is known by different nomenclatures such as pre-school education, nursery school, etc. Early childhood education can be defined as the education provided to children from 3 to 6 year of age. Odulowu, (2006) sees this unique field as a branch of knowledge and an essential component of all family and programme arrangement for young children from birth to the statutory school age of six. In the present investigation, early childhood education has been referred to as the education provided by the nursery school, which intendeds to prepare children between 3 to 4 years of age for admission to formal school, i.e., for kindergarten. The main aim of such schools is to stimulate the al-round development of the child, which include physical, social language, intellectual and moral developments.

This necessitates the provision of good facilities for education outside home.  Many studies have revealed that experience in early childhood education has positive impact on the overall development of the child and the children had positive attitude toward classroom activities (Schechan, 1991, Vijayaktader, 1993, and Dhillon, 1997). This underscores the importance of total development in children and the imperative of early childhood education in catering to the developmental needs of child.

The period from birth to the age of six often referred to in educational contexts as early-childhood, is the most rapid period of development in human life. In developmental psychology, it is generally accepted that the various domains of child development are interconnected and influence one another. This underscores the importance of total development in children and the imperative of early childhood education in catering to the developmental needs of the child.

Development includes the process by which an organism grows from foetus in the womb to an adult, processes that includes predictable changes in biological maturation, physical structure, behavior and thinking. Some researchers think of development as a series of small, gradual continuous steps that  blend into each other, just as a babbling sound of ‘’mma, mma’’ becomes a call for ‘’mama’’. Others thinks of development  as a series of distinct stages that are qualitatively different from  each other, just as walking is significantly different from crawling. Some researchers focus primarily within the ‘interactions’ tradition that conceives development as located within the nested social context (Nigerian National Policy on Education, 4th edition, 2004). Thus, development is constrained and elaborated by cultural contexts and by the architecture of the brain. These nested social contexts include the impact of close family on development and therefore underscores the vital role of parents in supporting children’s learning.

Statement of the Problem

Educational programmes in schools should be that which inculcates moral and spiritual principle in interpersonal and human relations, promote the cognitive, physical emotional and psychological development of all children. Desertification with the educational programme in schools usually causes parents to look for better alternatives for their children which can promote their development. Therefore any educational programmes developed for the child education must be that of which can lead to the optimum development of the child. Therefore, this study investigates teacher’s perception and the impact of educational programme on pre-school children development in Ido/Osi Local government area of Ekiti-State.

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Updated: 13th September 2017 — 2:41 pm

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