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CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

In every modern society it is believed that education is the key to national development and there is a need to maintain every level of education especially the pre-primary stage, because it is the bedrock upon which all other educational levels build. Once a child misses that early stage it is usually difficult for the learner to get back to the basics. Pre-primary education is a common practice in most societies; they make provision for early childhood education programs of various types for children below the official school age (usually 6 years) mainly to prepare them for the rigors of primary education and beyond.

It should be noted that not everyone is in support of early childhood education. Robinson and Robinson (1968) hold the view that young children are not mature enough to learn complex tasks or skills that are required of them in the preschool programs. They also argue that the love and warmth of a mother is more important than any educational program. On the other hand some research evidence shows that early childhood education has a positive influence in children’s affective, conceptual and social development in later years (Baker 1973; Gormley, Gayer, Phillips and Dawson 2005; Rolnick and Grunewald 2003).

Despite the different views on early childhood education by scholars, the National Policy on Education (FRN, 2012) stipulates that it should be included in mainstream education. Formal education begins from pre-primary education as provided in day-care centers and nursery schools to children aged 3 through 5 years. It is enriched by the informal traditional upbringing given to children from 0 through 3 years which makes them ready for school. Although the government is not directly involved in the establishment of day-care centers and nursery schools, it maintains oversight for the:

1.     Provision and distribution of policy guidelines for the establishment and management of pre-primary institutions;

2.     Production and development of appropriate national curriculum and textbook in Nigerian languages;

3.     Approval of relevant supplementary reading materials and teachers/instructions’ manual;

4.     Provision and approval of appropriate certification of work done and training received.

Despite all these the National Policy appears to face some challenges in its implementation and there is need for revisiting these program provisions.

According to Oke, Maigari and Okoli (2018) who stressed that Pre-primary education provides the environmental influences that gradually interact with the developing abilities and dispositions of young children to form all aspects of their personalities- social, emotional, affective, moral, physical, intellectual, creative abilities, among others .Therefore, this level of education is not academic- oriented (Olagunju, 2012), but a play level during which children are prepared through play, for actual schooling. It is more of a social service, and custodian in nature, it can be provided by the government, community or private individual. It may be integrated into a primary school or can stand alone.

Education is an instrument for national transformation, security and development. It is the cornerstone of open societies. It lays the groundwork for the future direction of peoples’ lives and societies they live in. It is a fundamental human right and essential for the exercise of all other human rights and for social, political and economic participation amongst others.

Education is the process of facilitating learning for knowledge, skills, values, beliefs and habits of a group of people and imparted to other people through storytelling, discussion, teaching, training or research (Oke, 2011). It takes place under the guidance of educators, but learners may also educate themselves in a process called AUTODIDACTIC learning (the act of learning about a subject or subjects in which one has had little to no formal education). However, any experience that has a formative effect on the way one thinks feels or acts may be considered educational.

Forms of Education

There are two basic forms of education in which children are involved in the learning process, this include; Formal and Informal education.

Formal education: The hierarchically structured, chronologically graded 'education system', running from primary school through the university and including, in addition to general academic studies, a variety of specialized programmes and institutions for full-time technical and professional training (Oke, 2011).

Informal education: The truly lifelong process whereby every individual acquires attitudes, values, skills and knowledge from daily experience and the educative influences and resources in his or her environment - from family and neighbors, from work and play, from the marketplace, the library and the mass media.

In our Nigerian setting where ethics (culture used to be and is a basis for people relation), where culture and tradition is a basic form of knowledge every child is “supposed” to acquire through various forms of learning which is considered informal in our present day society. In our prehistoric settings, informal education played a vital role in transferring values, history, skills, beliefs etc. from one generation to another and it was a primary form of education as adults (elders) trained the young in knowledge and skills deemed necessary to fit and carry out societal expectations (Olagunju, 2016).

This was achieved without the existence of schools, institutions or other forms of formal or organized learning but was achieved basically orally and through imitation. Storytelling was also an important form and was achieved through a larger crowd similar to what we describe as a school in our present day society. These forms i.e. oral, imitation, storytelling can be described as the available educational support services / programs because they support children's growth and learning of required knowledge and other information they will use to perform societal duties and fulfill their desired ambitions.

Early years in life are the most important to the formation of intelligence, personality, and social behavior of a child. That is why modern societies show serious concern for the education of their young ones by providing the needed support to prepare them to succeed later in school and life as a whole (Ejieh, 2006). It is common practice in most societies to make provision for early childhood education programme of various sorts for children especially those below the official school-going age (usually 6 years) mainly to prepare them for education in primary schools (Obidike, 2012). The Federal Government of Nigeria recognises the importance of early childhood education in Nigeria and as a result it was given prominence in National Policy of education (FRN, 2004) as one of the programmes in the Nigeria educational system. Bagudo (2008) posited that reports across the globe revealed that an estimated figure of one hundred million children struggle daily for survival in villages and cities and are exposed to the risks of hunger, poverty, disease, abuses and above all illiteracy. In support of this view, Mahuta (2007) stresses that the need to address these problems and salvage these children and the next generation of children from these menace, has necessitated the programme of Early Childhood Care Development and Education.

Mahuta (2007) also stated that the aim of ECCDE is to foster the proper development of the children identified and address their problems, harness their potentials, mold their character, enhance their learning, equip them for life challenges, so that their actions are channeled towards positive, personal, communal and global development.

For children to succeed in their education (including both formal and informal) certain services including support services must be made available and accessible to these children as educational aids in their learning and help in enhancing their life purposes.

1.2 STATEMENT OF THE PROBLEM

In Nigeria, there is a growing recognition of the critical role played by early childhood care and education (ECCE) in fostering the holistic development of children. However, amidst varying family backgrounds characterized by differences in socio-economic status, parental education level, and family structure, there exists a gap in understanding how these factors intersect to influence the developmental trajectories of children. While some studies have explored the individual contributions of ECCE programs and family background on child development, there is limited research that comprehensively examines their combined effects within the Nigerian context. Consequently, there is a pressing need to investigate the synergistic impact of ECCE and family background on the cognitive, socio-emotional, and physical development of children in Nigeria. By addressing this gap, policymakers, educators, and stakeholders can gain valuable insights into designing tailored interventions that effectively support the developmental needs of all children, regardless of their family background, thereby promoting equitable access to quality early childhood education and fostering positive outcomes for Nigerian children.

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to determine the impact of early childhood care and education (ecce) and family background on the development of children within the nigerian system. Specific objectives include;

1. To examine the influence of early childhood care and education (ECCE) on the developmental outcomes of children in Nigeria.

2. To investigate the role of family background in shaping the development of children in the Nigerian context.

3. To explore the potential interactions between early childhood care and education and family background in influencing the developmental trajectories of children in Nigeria.

1.4 RESEARCH QUESTIONS

1. What is the impact of early childhood care and education programs on the cognitive, socio-emotional, and physical development of children in Nigeria?

2. How does family background, including socio-economic status, parental education level, and family structure, affect the developmental outcomes of children in Nigeria?

3. What are the potential moderating or mediating effects of family background on the relationship between early childhood care and education and the development of children in Nigeria?

1.5 RESEARCH HYPOTHESES

1. H0: There is no significant relationship between participation in early childhood care and education programs and the developmental outcomes of children in Nigeria.

H1: Participation in early childhood care and education programs is positively associated with improved developmental outcomes in children in Nigeria.

2. H0: Family background does not significantly influence the developmental outcomes of children in Nigeria. 

H1: Family background, including socio-economic status, parental education level, and family structure, has a significant impact on the developmental outcomes of children in Nigeria.  

3. H0: Family background does not moderate the relationship between early childhood care and education and the developmental outcomes of children in Nigeria.

H1: Family background moderates the relationship between early childhood care and education and the developmental outcomes of children in Nigeria, such that certain family backgrounds enhance or hinder the effectiveness of ECCE programs. 

1.6 SIGNIFICANCE OF THE STUDY

Understanding the impact of Early Childhood Care and Education (ECCE) and family background on the development of children within the Nigerian system is crucial for crafting effective policies and interventions. By delving into this topic, researchers can uncover valuable insights into how early experiences and familial contexts shape children's cognitive, socio-emotional, and behavioral development. This knowledge can inform the design of tailored ECCE programs that address the specific needs of Nigerian children, taking into account cultural, social, and economic factors. Additionally, identifying the role of family background can help policymakers and educators implement targeted support systems for families, ensuring that children receive adequate support and resources from their earliest years. Ultimately, this study holds the potential to enhance the overall well-being and future prospects of Nigerian children, contributing to the country's social and economic development.

1.7 SCOPE OF THE STUDY

This study focuses on investigating the impact of Early Childhood Care and Education (ECCE) and family background on the development of children within the Nigerian system, with a specific emphasis on Niger State. It aims to examine the effectiveness of existing ECCE programs, the influence of family dynamics on children's development, and the interplay between socio-economic factors and early childhood outcomes. The research will involve quantitative and qualitative methods, including surveys, interviews, and observations, to gather comprehensive data. By narrowing the scope to Niger State, the study can provide localized insights that are relevant for policy formulation and program implementation within the state, contributing to the enhancement of early childhood development initiatives in the region.

1.8 LIMITATIONS OF THE STUDY

While this study offers valuable insights into the impact of ECCE and family background on child development in Niger State, certain limitations should be acknowledged. Firstly, the research may face challenges related to sample representativeness and generalizability due to the specific focus on one state. Additionally, factors such as cultural nuances, regional variations, and resource constraints within Niger State may influence the findings and limit their applicability to other contexts within Nigeria. Furthermore, the study's reliance on data collection methods such as surveys and interviews may introduce biases or limitations associated with self-reporting and subjective interpretation. Despite these limitations, the research aims to provide valuable insights that can inform policy and practice in early childhood development within Niger State and potentially serve as a basis for broader studies across Nigeria.

1.9 DEFINITION OF TERMS

1. Early Childhood Care and Education (ECCE): Comprehensive programs and services aimed at promoting the holistic development of children during their early years, typically from birth to around eight years old, encompassing health, nutrition, education, and social support.

2. Family Background: The socio-economic, cultural, and environmental context in which a child grows up, including factors such as parental education, income, household structure, and parenting styles.

3. Cognitive Development: The process through which children acquire knowledge, learn to think, reason, problem-solve, and understand the world around them, including skills such as language development, memory, and logical reasoning.

4. Socio-emotional Development: The acquisition of social and emotional competencies, including self-awareness, self-regulation, social skills, empathy, and the ability to form and maintain relationships with others.

5. Behavioral Development: The emergence and refinement of behaviors, habits, and patterns of interaction with the environment, including aspects such as self-control, impulse regulation, compliance, and aggression.

6. Holistic Development: The integrated growth and progress of children across multiple domains, including physical, cognitive, socio-emotional, and language development, recognizing the interconnectedness of these areas in shaping overall well-being.

7. Nigerian System: Refers to the socio-cultural, educational, and governmental structures and processes within Nigeria, including policies, institutions, and practices related to early childhood care and education, as well as family dynamics and social norms.

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