Assessment Of Parents And Teachers’ Attitude Towards Early Childhood Care Development And Education (Eccde) Programme In Sokoto State, Nigeria
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Assessment Of Parents And Teachers’ Attitude Towards Early Childhood Care Development And Education (Eccde) Programme In Sokoto State, Nigeria
ABSTRACT
This study examined the views of parents and teachers towards the Early Childhood Care and Education Program in Sokoto state. A sample of 152 parents and teachers from each of the state’s 23 Local Government Areas were selected using the Research Advisors (2006) sampling technique.
The study collected data using a questionnaire called the Parents and Teachers Attitude Assessment Scale (PTAAS), created by the researcher. The descriptive survey method was utilised in the investigation.
The study found that parents and instructors have a negative attitude towards early childhood education, and teachers in public ECCE centres in the state are underqualified.
It is advised that parents and teachers create a favourable attitude towards early childhood care and education. Parents should be interested in the ECCE program, while instructors should be more committed to their jobs. Teachers with appropriate qualifications and training should be assigned to public ECCE centres in the state.
Chapter One:
Introduction
Background of the Study
The Early Childhood Care, Development, and Education program supports children’s effective completion of basic education. It promotes overall growth and helps children comprehend numerous topics. Early childhood education should promote positive attitudes among children through interactions with peers.
Early childhood education is carefully planned to promote healthy growth and development for youngsters. Quality early childhood education improves children’s academic and life outcomes (Harkness and Super, 1991).
Early Childhood Care, Development, and Education (ECCDE) is an essential component of any agency’s child-rearing program for all children. Early Childhood Care, Development, and Education providers in Nigeria, particularly in Sokoto state, include day care centres, nursery schools, and kindergarten centres.
The Early Childhood Care, Development and Education program is part of Nigeria’s Universal Basic Education (UBE) Scheme, as outlined in the FRN (2000) and UBE Implementation Guidelines (1999).
Early childhood care, development, and education rely heavily on parents, teachers, and carers. Children’s involvement correlates with overall learning outcomes. According to Corner (1991), parents believe that children between the ages of three and six are best suited for early childhood education due to their ability to grasp concepts and reduce illiteracy.
Nigeria is one of the E-9 countries with the highest concentration of illiterate adults. They are committed to eradicating illiteracy and providing care and education for young children.
In September 1999, the Federal Government of Nigeria launched the Universal fundamental Education Programme (UBEP) to address issues with the country’s education system, focussing on fundamental education.
The UBE Programme aims to reduce inequality, increase opportunities, and improve education quality at the basic level. The Federal Government introduced the program to improve basic education delivery, align with the National Policy on Education, and ensure access, equity, and quality across the country (Tahir 2006).
Early Childhood Care, Development, and Education (ECCDE) encompasses education for children aged 0 to 3 in day care centres and 3 to 6 in nursery schools. This community-based, low-cost project aims to promote holistic development in children aged 0-6 years.
ECCDE is a comprehensive approach to policies and programs for children aged birth to six, involving parents and carers to protect their cognitive, emotional, social, and physical development (Universal Basic Education, 2005).
Currently, parents and teachers have a positive outlook on western education. Parents in Nigeria are eager to send their children to primary school, and there has been a rise in the number of primary school instructors across the country.
Some parents remain concerned about the quality of basic education. In 2007, the National Integrated Early Childhood Development (IECE) policy was implemented to address quality issues in primary school for children aged 0 to 5 years. This policy aims to expand and integrate early childhood development.
The introduction of ECCDE aims to encourage parents to send their children to centres for cognitive and psychomotor development, as a prerequisite for a solid primary education.
This study aims to analyse the attitudes of parents and teachers towards the Early Childhood Care, Development, and Education program in Sokoto State.
1.9 Statement of the Problem
The Early Childhood Care, Development and Education program, part of the Universal Basic Education Scheme, was introduced in Nigeria in 1999 by the Federal Government. Its goal is to provide early literacy, health, and nutritional care to preschool children, ensuring their optimal performance in primary school and improving overall education quality.
The ECCDE program is predicted to be well-received by parents and properly managed by teachers and carers. However, the situation in Sokoto state deviates significantly from expectations. Most public Early Childhood Care, Development, and Education centres in rural communities do not have complete parental support.
Preschool-aged children who have not yet enrolled in Early Childhood Education are prevalent in both rural and urban communities across the state. The Human Rights Act recognises everyone’s right to education, and the Universal Basic Education Act mandates enrolment in schools or ECCDE centres for all school-age children.
Refusing to enrol pre-school children in ECCDE centres can lead to a negative attitude towards learning, as well as a breach of their fundamental rights and the UBE acts. This is a serious problem that needs to be investigated. This study assessed the attitudes of parents and teachers towards early child care and education in Sokoto state.
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1.10 Objectives of the Study
This study aims to assess parental and teacher attitudes regarding the Early Childhood Care, Development, and Education (ECCDE) program in Sokoto State. However, other specified goals include:
1. Determine parental attitudes about the Early Childhood Care, Development, and Education Program in Sokoto State.
2. Determine teachers’ attitudes about the Early Childhood Care, Development, and Education Program in Sokoto State.
3. Assess the level of parental and teacher support for the Early Childhood Care, Development, and Education Program in Sokoto State.
4. Determine the factors influencing parental and teacher support for the Early Childhood Care, Development, and Education Program in Sokoto state.
5. Identify the qualifications and characteristics of teachers in Sokoto state’s Early Childhood Care, Development, and Education Program.
1.11 Research Questions.
To achieve the desired objectives, the study aims to answer the following questions:
1. How do parents see the Early Childhood Care, Development, and Education Programme in Sokoto state?
2. How do instructors see the Early Childhood Care Development and Education Programme in Sokoto state?
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3. Do parents and teachers provide appropriate support for Sokoto state’s Early Childhood Care, Development, and Education Programme?
4. What variables influence parental and teacher support for the Early Childhood Care, Development, and Education Programme in Sokoto state?
5. What are the qualifications of instructors in Sokoto state’s Early Childhood Care Development and Education Programme?
1.12 Significance of the Study
This study examined the attitudes of parents and teachers towards Early Childhood Care, Development, and Education in Sokoto state. The study’s findings will benefit the Sokoto State Ministry of Education, State Universal Basic Education Board, and Local Government Education Authorities in implementing the Early Childhood Care, Development, and Education Acts by providing information on the attitudes of parents and teachers towards its development.
The findings can help parents and teachers establish positive attitudes towards the state’s Early Childhood Care, Development, and Education programs. The findings will help students conduct future study in Early Childhood Care, Development, and Education.
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1.13 Scope and Limits of the Study
The study focusses on public Early Childhood Care, Development, and Education centres in 23 Local Government Areas in Sokoto State. One primary school with an ECCDE centre was chosen from each LGA in the state.
The study excluded private and commercial centres offering Early Childhood Education in the state. The survey only assesses parents’ and teachers’ attitudes towards the state’s ECCDE project.
1.14 Operational Definitions of Terms
Early Childhood Care and Development Education Facilities include day care centres, nursery schools, and kindergartens.
The Children’s Rights Convention (CRC) was established by the General Assembly of the United Nations in November 1989. It outlines the rights of children.
EFA (Education For All) is a global declaration aimed at providing universal access to education that meets everyone’s basic learning needs. The proclamation was made at a world conference on education for all in Jomtien, Thailand, in 1990.
ESA (Education Sector Analysis) is a Federal Ministry of Education unit that collects and analyses data on the education sector in Nigeria to aid in planning.
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