THE EFFECTIVENESS IN USING MULTI-MEDIA IN PRESCHOOL EDUCATION, A CASE STUDY OF LITTLE ANGELS MONTESSORI
CHAPTER ONE
INTRODUCTION
1.2. Background of the Study
In both industrialized and developing nations, preschool education has been shown to bring critical gains to children’s social, physical, emotional and cognitive development. The importance of early learning has been increasingly recognized both in its own right and many believe it may enhance subsequent academic performance (Mmari, 2008). The importance of the quality of children’s early home and preschool environments in formal school has been strongly supported by research evidence. Mmari, (2008); Kalua, (2004); Weikart, (1999)
The history of provision of education to pre- primary school started as early childhood care. It started during the colonial period. In Nigeria pre-primary school was started by religious organizations, NGOs and minority racial groups. These pre-school institutions included bush schools, madras (Quranic schools), nursery schools, kindergartens and day care centres. (Omari, 1973). After independence in 1960, there was some pressure from few parents for pre-school education of their children. The reasons given for pre-school education were growth of towns and disruption of communal child rearing practices, working mothers, development of modern technologies and the appearance of nuclear families. Later in the development of villages after 1967 the prevailing situation required that women should be freed so as participate fully in economic production in the new villages (Kweka, 2000). The expansion of primary education in the country also meant that older children would not be at home taking care of their young brothers or sisters. At the same time some parents looked at pre-school education as a good preparation for formal schooling. This would thus enable their children to do better in primary school education and secure a place in secondary schools. (Kweka 2000).
1.2.1. The concept of pre-primary education
Pre-primary education refers to education provided to children usually aged 5-6 years so as to prepare them for formal primary Education (MoEC, 1995 and Mbise, 2000). In preprimary education the students are expected to learn pre-reading skills, pre-writing skills, and counting skills (Reuben 2005). Castle (1993) underscored the importance of pre-primary education as to give children the opportunity to learn, play together, to share toys, to use their hands, feet and eyes, to gain self-confidence, to learn how to keep clean, how to dress and how to use their bodies. The children also sing and recite poems, which improve their speech and memory. The formalization of pre-primary education in Nigeria was first recommended in the year of the child 1979 in UNICEF report. The Ministry of Education and Culture at that time was entrusted to provide guidance and resources for the establishment and administration of public pre-primary schools.
