ABSTRACT
The general purpose of this study was to find out the constraints to the administration of integrated early childhood development centres in zone A of Benue State. The study was guided by four purposes, four research questions and two null hypotheses. The research design for the study was the descriptive survey research design. The study was carried out in educational zone A of Benue State. The population of the study consisted of 5036 respondents. The sample for the study was 504 respondents. The instrument that was used to collect data for this study is a four point Likert-scale questionnaire designed by the researcher from literature reviewed. The questionnaire was titled Integrated Early Childhood and Care Centres Questionnaire (IECCCQ).To establish the validity of the research instrument developed by the researcher, the questionnaire was given to three experts in Childhood Education, Library and Information Science and one expert in Measurement and Evaluation, all from the University of Nigeria, Nsukka for face validation. The experts were requested to assess the instrument with regard to the clarity of items, simplicity of vocabulary and relevance of items to the study. Based on the observations of these experts, the research instrument was modified appropriately. The reliability of the instrument was ascertained through trial- testing of the instrument developed by the researcher. Thirty (30) respondents were used. The reason for trial-testing was to determine the internal consistency of the items. Cronbach Alpha was used to ascertain the reliability coefficient. The reliability coefficients for clusters A-D were 0.82, 0.86, 0.77 and 0.88 respectively. The overall reliability coefficient was 0.83. This shows that the instrument was reliable and was used for the study. The researcher, with the aid of three research assistants administered the questionnaire to the respondents. This helped in the smooth collection of the questionnaire from the respondents. Formal permission was sought from the head teacher of the sampled Local Government Education Authority and primary schools. Mean and standard deviations were used to answer the research questions while t-test statistics was used to test the null hypotheses at 0.05 level of significant. The finding of the study among others showed that planning, funding, quality control measures and school plant facility constitute constraints to the administration of integrated early childhood development centres in Benue State. From the finding of the study, conclusions were made, the implications of the study were highlighted and it was recommended among others that the ministry of education should try as a matter of urgency to equip the schools and fund the early childhood development centres in other to create an enabling environment for children’s learning. It was also recommended that the proprietors should try and set up good administrative plan to oversee the affairs of Early Childhood Development Centres, provide trained teachers for effective teaching and learning in the Early Childhood Development Centres.
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CHAPTER ONE
INTRODUCTION
Background of the Study
Education is an indispensable and veritable tool for the existence and sustainability of any nation that wishes to develop. It must be acknowledged that the educational status of citizens in any country serve as the major tool to identify the developmental strength of such a country. According to Onwuka (2011), education, in its everyday sense could mean formal training that is given in schools, colleges and universities, that is, the acquisition of the ability to read, write and calculate. It could also mean the specialized training that is given on the job. Onuoha (1999) in National Open University of Nigeria (NOUN), (2012) in his own submission, sees education as a process by which individuals are enabled to develop their capabilities through the acquisition of knowledge, skills, values and attitudes both for their own benefit and for the benefit of the society. Enaohwo (2006) also added that education is the only practical way of attaining individual and social fulfillment, that is, a process of socialization, enculturation and transmission of what is worthwhile to those who are committed to it, be they children or adults. It can also mean a process of developing knowledge ability in a learner in such a way that he uses this knowledge to improve himself and the society.
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In Nigeria, the role of education in development is amplified by the federal government in the National Policy on Education (FRN, 2004), which stated that education is an instrument par excellence for effective national development. It further added that education shall continue to be highly rated in the national development plans as the most important instrument of change and that any fundamental change in the intellectual and social outlook of any society has to be preceded by educational revolution. People aspire and demand for education because of its
practical effect in the society whereby people with higher education are rapidly being evaluated to positions of responsibility and influence.
From the above definitions, one could conclude that education is a strong weapon that determines the growth and development of individuals and the society at large. Education exposes individuals and societies to new knowledge and experiences that will aid the growth and development of the individuals and societies physically, emotionally, socially, and intellectually (Musaazi, 2012). Education equally nurses and nurtures an individual to become a full-fledged member of the society (Adeogum, 2004). It is also noteworthy that education begins at birth and ends at death and such education could be in a formal or informal form all geared towards the general improvement of an individual and the society at large (Ayodele, 2004).
It is the realization of the valued role of education in nation building that prompted the Federal Government of Nigeria to introduce Integrated Early Childhood Development in Nigeria with the sole aim of uplifting the lives of children of 0-5 years (Rose, 2002).The Early Childhood Programme seeks to take the necessary care and support of all Nigerian Children within this age bracket. This will as well create avenues for the inclusion of education, health, food and nutrition and child rights together for the development of the child wholly. It is an established fact that, the wellbeing of a child is the wellbeing of the home, the society, and the nation at large (United Nation International Children Education Fund (UNICEF), 2002). According to the early childhood programme, the Nigerian child suffers deprivation of good social services in terms of poor nutrition, health care and access to safe water and sanitation, general protection from environmental hazards and insecurity which are as a result of several factors such as ignorance and lack of education, maladministration among others (National Scientific Council on the Developing Child, 2005).
Early Childhood Education, as Maduewesi (2004) opines, is a semi-formal education arrangement, usually outside the home, whereby young children of about the age of three are exposed through play like activities in a group setting, to mental, social and physical learning suited to their developmental stage until the mandatory age of government approved formal schooling. Maduewesi further maintains that several other terms used in describing early childhood education include nursery school, pre-school and pre-primary school. In view of the above, Bartlett, (2013) opines that it is of paramount importance that the provision and management of early child development programme be integrated to meet the needs of all children of 0-5 years.
The early years have been recognized as the ideal phase for the passing of values that are important for the building of a peaceful, prosperous and democratic society. These include respect for human rights, appreciation of diversity, anti-bias, tolerance and justice. It is important to identify and support children in their early lives. If there is early and appropriate treatment and care, this can also reverse the effects of deprivation and support the development of innate potentials. By and large, early childhood development intervention will allow children to develop to their full potentials, thus reducing the need for remedial services later. The core concept of early childhood development education is to embrace all crucial aspects relating to the mental, emotional, physical and spiritual balance that will contribute to the wellbeing of children from birth to pre-school (United Nation Education, Scientific and Cultural Organisation (UNESCO) Institute of Statistics & the Center for Universal Education, 2013). And this call for an adequate planning and funding of early childhood education programme globally.
Planning for early child care and development is what every parent must look forward to. In simple words, planning is deciding in advance what is to be done, when, where, how and by whom it is to be done. Planning bridges the gap from where we are to where we want to go. It includes the selection of objectives, policies, procedures and programmes from among alternatives. A plan is a predetermined course of action to achieve a specified goal. It is an intellectual process characterized by thinking before doing. It is an attempt on the part of a manager to anticipate the future in order to achieve better performance. Planning is the primary function of management. Alford and Beatt (2007) remarks that, “Planning is the thinking process, the organized foresight, the vision based on fact and experience that is required for intelligent action.” According to Haimann (2009) “Planning is deciding in advance what is to be done. When a manager plans, he projects a course of action for further attempt to achieve a consistent co-ordinate structure of operations aimed at desired results. Adebayo (2003), submit that Planning is the formal process of making decisions for the future of individuals and organizations. Planning involves dealing on aims and objectives, selecting to correct strategies and program to achieve the aims, determining and allocating the resources required and ensuring that plans are communicated to all concerned. Plans are statement of things to be done and the sequence and timing in which they should be done in order to achieve a given end (Fro, 2009).
Planning for Early Child Care and Development Centres should be accessible because, in these centres, children are introduced to basis of education (formal).They can also be introduced to good social behaviours, good feeding patterns, good sanitary behaviour, among others. These avail them the opportunity to grow up as good adults. The government, being aware of this makes the necessary policy guidelines that can assist to attain the aforementioned goals for the well-being of children. It is these aforementioned needs, that led to the establishment of Early Childhood Development Centres in Nigeria today as well as to the state and zonal levels which Benue State and her educational zones in particular are established. All these are based on the objectives of the National Policy on Education (FRN, 2004).
Significantly, setting up early childhood development centres should not just be the target of the owners of the centres for ego-centric and money making avenue because of the sensitive nature of children within this age bracket. This crucial stage in the life of any child either makes or mars the future of such a child. Therefore, the administration of early childhood care centres should be prioritized and considered positively for the general upbringing of the child. It is on this note that Adebayo (2004) posits that administration is the organization and direction of people in order to accomplish a specific end. Adebayo (2004) and Maduewsi (2005) acknowledge that administration includes all the activities, knowledge and skills which are arranged for the benefits of children, usually in group setting. By and large, the administration of integrated early childhood development centres must be very sensitive to the entire needs of the child and bring them into focus in order to attain significant success (Enyi, 2003).
The quality of administration affects the realization of the goals of the organization. If the administration is effective, the realization of the goals integrated early childhood development centres will be a success. However, if the administration is a failure, the aims cannot be achieved. This means that all the processes which shall ensure the success of the programme must be carefully used. According to Enyi (2003), administration is concerned with dealing with the various ways in which human and material resources are utilized to achieve set goals in an organization. These processes include such elements as planning, decision making, organizing, co-ordinating, motivating, directing, evaluating, staffing and budgeting. Until these various aspects of administration are brought together from the various sectors to accomplish the objectives of the programme, the whole exercise will be a failure (Enyi, 2003).
If the administration of the integrated early childhood development centres is to be a success, it means that all stakeholders should contribute in their various areas towards achieving the set objectives of the programme. Adama (2012) maintained that successful administration of integrated early childhood development programme requires a focused and determined structure that coordinates the activities of all the stakeholders in education. Administering the integrated early childhood development centres programme therefore requires bringing together these principles in addition to co-ordinating the various stakeholders to achieve the success of the programme (UNCEIF, 2008).
