ABSTRACT
This study was carried out on the attitude of early childhood education students towards the study of early childhood education in college of education Ekiadolor (COLBEN). Descriptive survey and ex-post facto design were selected for this study. The total sample size of the respondents in the study area is three hundred and ninety-six (396). The instruments used in collecting the data for this research included questionnaire and post-test. The results were analyzed using frequency, mean and standard deviation to find out differences of the respondents on each variable. The results showed that the implementation of the curriculum is facing some challenges such as inadequate in-service training for ECCDE Teachers by the State Universal Basic Education Boards (SUBEBs) and by the Local Government Education Authorities (LGEAs) as indicated by the Head Teachers in their responses. Similarly, over-population of pupils in classrooms, which contradicts the minimum set for teacher-pupils ratio is another challenge facing the implementation of the programmed. Furthermore, other challenges include sub-standard and inadequate pupils‟ furniture; inadequacy of materials to support mathematics/language and literacy learning materials, art and manipulative materials as well as outdoor play equipment; inadequate provision of toilets, hygiene materials and first aid boxes; and the non-availability/insufficiency of audio and visual equipment such as radio and television sets. Based on the findings of this study, it can be concluded that the ECCDE programmed has been recognized and accepted in the North-West Geo-political zone of Nigeria. The study recommended that efforts should be intensified by Governments to address the problem of over-population as the teacher-pupils ratio is far from the set minimum standards in majority of the centers.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Generally, the term ‘early childhood education’ could be used to describe the care and education of children from birth to about seven years of age. It is in light of this that Caldwell (2009) coined the term “educare”, to help widen the scope described. The new expansion of childhood now includes child minding centres for infants, kindergarten and nursery schools. Let us take our minds back to the word, ‘Kindergarten’. Can you remember? We first saw that word in our discussion on the historical background on the concept and practice of early childhood. Then we saw the word was actually coined by the German educator, Friedrich Froebel. In his conception, “kindergarten” literally means. “Child’s garden”. Internationally, “educare” or childcare in a group setting could be offered in a crèche, day-care or childcare centres, nursery and kindergarten schools. However, as previously noted, the usage of these terms varies from country to country, depending too on their philosophical inclination for the custodial nature of monitorial infant education. Importantly, early childhood education especially kindergarten or nursery goes beyond mere provision of childhood services; it also improves the general welfare of the child. It also improves the general welfare of the child. It is also in line with this that we will in this unit look at the place of child welfare in early childhood education, as well as parental role.
