University of Nigeria Virtual Library

Serial No.

Author 1

MADUEWESI, Ebele N.

Author 2

Author 3

Title

National Seminar on Current Trends in Nigerian Educational Research

Keywords

Description

National Seminar on Current Trends in Nigerian Educational Research

Category

Education

Publisher

Current Trends in Nigerian Educational Research

Publication Date

June, 1985

Signature

U N I V E R S I T Y O F I

DEPARTMENT

iDADAN 400550-400679 (30 liner) € x u 14J6,l625,1031

B A D A N ,

OF TEACH

B A D A N , N I G E R I A

EDUCATION

CABLES bc TELEGRAM LONDON OFFICE: 3 G

3rd June, 1985, /

You rmy wich t o r e c a l l t h c t t - ! ~ N i q c r i n Zcfucational Rese;.rch Council (NEHC) comn;i:;sio.wci ti:, som:tir.ns i n "L63, t o t;ritr;. a paper on "A Revicb; of TIC ~ i . ? a r z ! ~ i n % r i y Ch.ildhoml Education".

I

Lie were able t o ;;repare t h c : ; I ; I~L .L ' which i:e cubrxitkd t o the IJERC on schedule.

After the paper, irith o t k r r - , i m d h c n 1:revicmd by the !;ditorl.al Donrd of N E K , i:c rcre infor;x-~~.l i n ?3FM t h a t our oc,n paper l x ~ d h e n accepted i n its present: i k r m i:ltl;c.ut any modification.

I

Thereafter , the. councii of ti-1.7 i.,iXC changed i t : : mind, dnd dec ided t h a t a l l accq~tc:d paper:: bc r.ubjccted t o a thorough az:;e:;r:nent and c r i t i c y e of eminent collcar~uc::; a t a Nat.i.onsl Conrercnce t o kc sponsored 5y i.he N.7RC, an3 V:,-I:.: hclc'; a t thc Conference Ccntzc.? , L'niwrsity of Ihadan from 2;W! t o 24th Idlay, ,1985,

:.I1 %he iluttior:; (but the 1:;s i ;,1.1l-hcw i n ci3:;c.: of join-t: a ~ ~ l J w ~ : ; l i i p ) * wrc r;[:~c)n:;orc:d by th:: !I:;..::: t v s t - t ~ n r i t h . c:orlf~:rc%ncc-, p r ~ ~ ~ ( : ! r i f : ,lnri defend their paper-. I WI- h v i t c d t o ,.;rc::;cnt our own pitper,

., ,, ..$".I: 4. ,,...I.* .

I n the l i g h t of thc comnk::. acd cri.ticir;ms made by collcagucs, a r w n h r of p a p ; r s W C ~ C rc:,ji!ct,:ri, ~ . c ) m sent back t o the autkors for n-iaiif!.cations or con~plctc rel-xitr.

Wwrcforc, acce1)t; my congr;~tr:l.;~ t ion:: far tllis s i g n i f i c a n t achic3ve- ticnts. The NLIIC r ~ i l . 1 p u b l i s i the: volurw ;i:. man as poss ib le , iirsd t h i s has k e n considc?rcc! t h c f i r z t of it:; Z;yl,i: i.n the wholc. o f Africa.

The above i s f o r your per-oru.. information and for use f o r a r q o f f i c i a l purpose,

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% Yours s ince re ly , * * $

J CC: I?r. ( N I X ) E.J, Xaductesi, k p t of Education, Univ. of Nicj. IJn~kka.

Faculty of .7duc;1tion, .

Oba femi Awolor-io Urliver:; i t y , Ado-Eki ti,

AbSTRWCT

The d t c l r d d a o f t h i i v a r tau;, k l ~ s r l a i i c;oi,munl t l e s t o w a r d s

c h i l d r e n a s w a l l a s rna o v a r w h @ l m l n g e v l d e n c ~ i n thu

1 f t e r a t u r e show t h a t t h e N i g e r l e n c h i Id h a s a l w a y s been a t

t h e c e n t r e o f the s o c i a l , econorn lc , r a l l q i o u s and f a m i l y

s t r u c t u r e I n N i g e r i a .

What Is r w w I s t h e r a c e n r u p s u r g d o f I n t e r e s t amongsf

P a r e n t s , E d u c a t o r s , S c h o l a r s a n d Govornmcn t I rc f o r m a l

P r a - s c l ~ o a l p r o v i s i o n s . A c o m b i n a t i o n o f f a c t o r s n a v u

c o n t r r b u t a d t o t h * y r o w t i i o f p r r - s c h o o l p r o v l s i o r - t s sonic o f

t h a w s p u r i o u s w i t h s e r i o u s in ip l [ c a t i o n s For t h e q u a l l t y and

q u a n t i t y o f c d u c e t l o ~ ~ a r t n a r I$vel.

-- S e v e r a l s t u d l e s h a v e e i n e r g a ~ on the, p u r p o s e , s t a t u s ,

and q u a l i t y o f t h o a v a l l a b i ~ p r a - s c h o o l p r o v i s l c n r i n

r l c r and s t a t u s o f t h s N t g c r l a n child I n h i s c u l t u r a l m i l i e u ,

I n t n l s a r t i c l e , t h o a u t t l o r s have at tur r rprud t o r e v i e w

a v a l l a o l e s l g n f f f c o n t w o r k s In t h e a r u a o f E a r l y C h i l d h o o d .,,.. *"%.,,'. . I > '

k d u c a t i o n i n N l g e r l a and d e f t n e d f u r t r r e r a r c a s of r u s e a r c h ,

lntroduct Ion

Th* r e c e n t and r a 2 I d grcjrrtlr u i E a r l y Cni ldhood E d u c e t l o n

P r o g r a m m e s i n H l g e r l a h a v e Is4 t o an upsurgo o f I n t e r s a t by

Schola rs to p r o b e t h a t l e v e l o f E d u c a t l o n .

T h e r e a r e many lsvurs i n v o l v e d I n E a r l y Chi ldhood E d u c a -

t i o n . F o r instants, t h r r a a r o those i s s u s s whlch touch

on t h e concept o f tha c h l I d and c h l l d h o o d i n the H f g e r l a n

cut t u r e as we1 1 a s those a s p e c t s r c l o c l n g t o t h * L e g a l S t a t u s

of t h e N t g e r i a n c h l l d h+ik c t c ' C worth sxamjnlrrg. One l u e l s o

i n t e r e s t e d I n t h e c h e r a c t a r i s l l c f e a t u r e s and w e d s of t h e

N l g a r i a n chf I d o s w e l l a s t h a ~ b f v c t l v c s and the q u s l l t y o f the

a v a l l e b l r progralnmes f o r c h i l d r a n I n c l u d i n g an e x a m i n a t i o n o f

-- t h e ~ n o t l v a t i o n f o r t h t l i r r a c s n t growth and cxpansion. I t i s

a l s o u s t k f u l t o exanlne t h o s ~ r t u d l e o r o l a t i n g t o c h i l d r e n w i t h

s p e c i a l n e e d s .

The p a u c l t y af available and r e l e v a n t l i t e r o t u r r l p t h e

' f l e l d of E a r l y C h l l d h a o d Education I n N i g e r i a m u s t be n o t e d

f r o m t h a o u t s e t . However, I t i s a n c o u r a g i n g t h a t a more . < , < . . " t . , + ' . I ? '

rystrmstlc t r s n d I s d I o c e r n l b l e i n the b o d y o f l l t e r s r u r s

aarrging from s c h o l a r s on k a r l y C h i l d h o o d E d u c a t i o n then had

b e i n o b s m r v a d h i t h e r t o . ( 1

Scope of St u d y

For t h i s a r t l c l e , HI have f ~ l l o w a d t h e d + f i n f t l o n o f the

'a tirris " E a r l y C h i l d h o o d E d u c c o t l o n l * , a s p u t forward by ( ~ w o n I y 1 , 1 3 6 2 )

I n h i s d e t a i l o d r t u d y o f " T h e P l e c s of t h * @ r e - S c h o o l P l a y - g r o u t

I n the D s v e l o p m e b n t o f E a r l y C h i l d h o o d E d u c a t i o n i n E n g l a n d :

~ I l c a t l o n s f o r Wlge r ia

h e daclUreJ t h a t L n r l y Chi ldhooo Education mror:

@'the educational p r o v l s f o n s , f o r m a l a8 we1 l a s i n f o r m a l

t h a t r r a a v a i l a b l e t o c k i l d r c n f rom t h e age o f 0 t o 6 yearsu.

( ~ w o n l y i 1982 P.7).

W I C t t l r t t l r r t cottOoxt oF .the . d u o v t ~ d t a f i r t i t l o n , i t Is

c o n v a n i s n t t o enumerate, examine, ana lyss , end o r s a s s t h u

v a r i c ~ t i e r o f N i g e r i a n r x p a r i ~ n o n t s , approechrs and y r a c t l c r r r f n

c h l i d b e a r i n g , c h l l d care , end c h i l d r e a r i n g l i b t h a d i f f e r e n t

e t h n i c groups I n % l g e r l a . b y i m p l l c a t i o i ~ , t h e r ~ t ~ o r e , f o r m a l

s c h o o l i n g , sueh as t h a t wncch t akas p l v c v I n the Nursrery

Schools, I 8 t a k e n t o be J u s t on. o f t h o many s t r a t @ g l e s k l n g

employad by l . l lgctr lanr t o W c f o r i t o "nrwart c i t l zunr l@, Formal 1

P r i m a r y L d u c s t i o n whiclt b e g i n s a t t h e age o f b years I n h i g a r f a

1 4 csxculded f rom t h i s Hovlaw o f Rerlrrerch I n E a r l y Chl ldhood

kducat i on .

,The C h i l d i n t n e h l g e r i a n C u l t u r e

I n many of t h u c u l t u r s s i n t i i g o r l r , r h o chlld Is h e l d as ,, . . "1. ,*. . '

b o t n m y s t i c a l and human. I n a d e t a i l e d s t u d y of t h u Yorubas I n +

I l g c r r i a and t h e i r c h l l d r e n b u t with l r ~ p l i r a t i o r r s f o r o t h e r

N i g r r l a n c u l t u r e s , (Sowanda 1965) i n a 146 - page Repor t a s s e r t e d

t h a t the b i r t h o f a c h i I d irl' c o m r l d o r r d a s "an a c t i v o l i n k i n a J

chaln - a l l v l n g c h a i n o f human s o u l s In i n c r r n a t i a n @ ' . I n o

a i m l l r r s t u d y which I n v o l v o d many r t tknic group* I n Higsrlu, I n

h l r work t l t l e d 1 4 T r a d i t l o n a t Systems o f E d u c a t t o n I n t h e

c u l l u r e s of i l i p a r ~ a ' ' ~ r o d u c e d w i d r n s c t o show t h a t , ouc o f f e a r

and re fe rence , 9

a c h i l d I s novur r e f e r r e d 60 as o chlld, b u t r o t h r r r r a

ceraaony d a y wnich nornrrl l y tshss y l a c a on the r l q t h d a y , I f

@ a l e , o r bh9 n l l ~ u t h d d y , I f a fomale,

T h e r l g n l f l c ~ r i c r o f tha c r ~ i l d I n t h e t r a d i t i o n a l c u i t u r s r

h a s Oslplr emphosl r e d b y mdny sciloltats. ( I t a t t r a y 1933) e a r l l e r ,

and l a t u r , ( O j o d a 1 2 8 3 ) ned irsstlr.tl~d ~ v ~ r n h ~ l ~ ~ l n g ( ~ v i d ~ n c a on

the A f r l c a r ~ ~ h l l a a s p u r c c i v u d In A f r i c a n p r o v e r b s , folk t a l u s

t o LS foursa i n t h c c h l l J r r i r r l n g , p r a c t f c u u adopted b y vor lous

c u l t u r a l groups i n Ulgrrla. i t ~ e a r ~ a l y s l c of thc c h i l d r e a r i n g

s t r s t q l e , brcomvs siynlflconr bacduse t h o r e a l t a s k o f Chi ldhood

B b symbol l z c d b y t h u parunLri o n the o t h e r .

and t n ~ I l n ~ l t a t l o ~ l o f c r ~ l l d raarlng und c h i l d car. p r a c t l c o s i n

thu t r i d l f l a n a i Socletiss of N I ~ & I . . For I n s t a n c e , (uka 1966)

I n a s l g n l f i c e n r s t u d y c ~ r r i u d o u t w h i i i r a t t h e U n l v e r r l t y o f

l n l t l a t l n g tna c h l l d i n t o h l s African Culture. f h a complexity

a r t l c l o t i t l u d "Trio i f f a c t s of t n v l r a c i n \ d n t on t h e t ' d u c a t i o n 4 -

of t h e C h I l d : The r v i y s r l a n C ~ L C b y ( ~ l \ d : ~ s r ; 1 3 3 3 ) . T n t r t o t a l ,

!nvo)v r t :uoc l t o f t h e S o c i e t y i n u j u t a t i o r s o f t i r e r ; r l l 1d I s dhat

" l n d l v l d u a l 1 s ; ~ " I n the Western c l v l l l z r t l o n , I n h i s s tudy o f t tra

U c s t e r r l Cul t u r r and t h o Nlqcr r I a n T r l l r u r a l b a c k g r o u n d .

f o r t n r h i g a r t a n C r ~ ~ ~ ~ ~ s ~ n o r a l a n d l r l t ~ l l a c t u a l . ) rowt t l , a s * d a ; n o n s t r a t u d 111 the a r t i c l e s f (Jdan 1 3 8 3 ) . C o n o e q u c r n t l y ,

m

f o r L f f l c l a n ~ y ; knok l ia4 ,qa f o r bsa" t h a t t h e r e l o t l tu n v a d to

r e - o s t a e l i s h t h e A f r l c a n s I n j e n e r a l , b u t N l p r r l a n s I n p a r t i c u l a r , C

t o l h e l r kaaL ardJ r o o t s .

A l l a l o n g , r c n o l a r s .hay&. e m p h ~ o i z u d t h a r o c l o l o g l c a l .. ,.. .*I. d . u

s i g n l f l c a n c e o f t h e f a n l l y u n i t w i t h l n t h a t r a d l t l o n t l a d u c a t l o n

I n h l g r r l n . i n s s l g n l f i c a n t s t u d y on ' T h a Soclo-of t h e - d x m l n n d the many f a c t o r s w h l c h I n f l ~ r n c a t h u c h l 14. I n srrd f r o m * h i s tromu. ( ~ l a t o ~ u a ~ e 1 9 5 U ) , and Oalano 1556 ) I n t h a l r d l f f e r o n t

U o f Y o r a ~ b a Cul t ~ r u r a a p ~ c t l v e l y , show v b r y c l o b r l y t h e f a c t t h c l t

w l t ; ~ o u t thu c h i I d , tha parvnco a r u no t c r u a t c u ill t h r h i g o r i a n

con t c x t. b

- 5 -

The#@ f l n d l n g r r r o I n keep ing w i t h thr meta -phys lco l t h i n k i n g

o f t h o # I g o r l a n s as o u t 1 insrd by (Hor ron - Wll l larns, 1964) and

(Aderanya 1955) I n t h a l r raparatr r t u d l e s .

bacausr the f a m i l y u n i t i s c o n a l d r r e d s / g n i f l c a n t I n t h e

upbr inging of t h e N i g e r l a n C h i l d , t r a i n i n g f o r motherhood f r

t h e r e f o r e a pro longud cnercfre and the pregnan t D i i g a r l r n woman

has e m o t l o n r l stability and e sans. o f pr r ronal p r l d r . , I n t h e

d e t a i l e d processes invo lvad , (AwonlyI 1977~1) I n a papar t i t l e d

"The Ollomtna o f Traditional k d u c a t l o n i n A f r l c a , South o f t h e

Sahara, and presented a k Thu Vor Id Congrrsa on Menta l H a a l t h a t

Caprnhagrn, Oanmark, e a r l l o r I n 1975, and I n related r t u d y , l a t + r ,

i n 1919 (Awonlyl 1 9 7 9 a ) ~ show t h a t tha whola a t h n i r g roup I n

-+

W i g s r l a I n i t s i n s t t t u t i a n a l r e l e t i o n s h i p 1, t b r e d u c a t i v e e g r n t

t o b o t h the mother and tha unborn c h i I d , ( b b e r and Oaon l9...)

nave l n f a o t found out t h a t r i c h or poor, the mothers o f A f r i c a n

c h i l d r e n never r e g a r d e d . the e x p e c t e t l o n of r n o t h s r c h i l d as a

m a t t e r o f a n x l s t y .

f h a P r o t o g o n l 8 t s of T r e d l t l o n a l f d u c a t l o n h a s t e n t o p a i n t out

t h a t i t I S nei t h e r haph~,ttY'd;'"uhl)ystbmat I C nor Irrelevant,

Probab ly , on@ o f the most d a b e l l e d and p u l n - a t a k l n g s t u d f r r s was by

(HaJasan 1 ~ 6 7 ) rrho, In h t r O o c t o r a i d i s r r r t a t t o n arremtned thr

p r f n c t p l m o , ' p r a c t l o a r and rel,,evan'ce o f Yorube, T r a d i t f o n a l L d u c a t l o n

to c u r r a n t Educations\ Oavslopaent. Thr s t u d y was f u r t h e r

e l r b o r i r t r d upon I n r l a t o r p u b l l c r t l o n , ( ~ a J a s w l Y , . . } .

A 8 l ong ago ar 1464, Cal lawoy had c a l l e d attention to t h a

I l g e r t e ' s lndlgvnous Educa t ion w i t h p a r t i c u l a r vefavanco t o the

A p p r u n t i c e s h l p Systua, (Cal laway 1364).

E e C

n 0 L a

Y t 8 I Cf 5 (I)

D 3 u3

9) -E u

a C

I,

E Y *r *) * V1

c..

0 8 C tJ V)

c L Q U I* I) 3

* s c.

0 Y

C 0 I

U Q U f Q a

a S t n c c l anguage Is a m a n t f r s t a t f o n o f c u l t u r e , (AwonIyl 1 9 7 G ) , >

((Awonlyi 1975 b) d e m o n s t r a t e d that t h e u n s t a b l e bllInguallrfi of

m a n y Niger Ian c h f l d r e n (and ~ d u l t s ) shows v e r y cloerly t h a t many

N l g a r t a n s a r e m e m b e r s o f two w o r l d s o f c u l t u r e ( t r a d i t i o n a l and

Wartern c u l t u r e s ) b u t c l t I z r n s of neither. The same I n t r a c t a b l e

p r o b l e m of i n t e g r a t l r q t h e b a s t in tradl t1on.l education Into ths

formal s c h o o l s e t t i n g was f u r t h e r exarr.fnud by ( t a l l a w a y 1975).

Thc valuar of T r e d i t l o n a l Education e r r many, nonethaleor.

For l n s t ~ n c e , It has been shown that th6 umphasts on c o n g n l t i v e

a n d c r a a t f v e development of c h i l d r e n from 1nPsnC.y In t h e Bi l l e

Trlbo, as s t u d i e d by ( b e 1971 ) c e n be utillzud In f o r m a l

school lng. F u r t h e r m o r e , ( ~ a m g b o s e and A r m s t r o n g , 197 1 ) tied

o x a m f n e d the m a t h r m a t l c a t c o n c e p t 6 In Yoruba and how ctrl t d r a n

a t t v l n competence In tha n e t n e m a t i c a l skills ~ l r l c h c a n be helpful

In t h e formal e d u c a t i o n . UUSIJBS, (kwoniyl 1976 b ) had s h o w

t h a a f f e c t s o f Language Codes I n the home and mat e r n a l t e e t h i n g

styles a d o p t e d In t h e tradl tionat sacletlar whfch c a n be of v a l u e

In the c u r r e n t s e a r c h f o r a p p r o p r l ~ t a pedagogy r u l t a b l e for ' " . ' w ' ' '

Infants. Ilesldar, ( f iwoniy i 127 ) c l e a r l y shaws that the concept

of O m o l u r b l , (I.e,, t o bs of g o o d c h a r a c t e r In all its ramlffea-

tio n s ) which Is the fundaiaantal b e s l s of Y o r u b e E d u c a t i o n Is

* x t r e n o l y relavsnt t a t h e c u r r r n t ).arch l o r n a t l o n a l g o a l and

p h l l o s o p h y to g u i d e Hlgeria's e d u c a t i o n s 1 p o l l ~ y ,

Whlle the v a l u e r of f r a d l t l o n o l d u c a t t o n w h l c h begtns from

c h i l d h o o d c a n n o t be u n d e r o t f m a t e d , s c h o l a r s have callud for caution

because o f the I n h e r e n t weaknosres ( i n rpi to o f the stre n g t h s )

o b s e r v a b l e I n t r a d i t i o n e l r d u c a t i o n as shown by ( ~ w o n i y l 1979 b )

In h i s book ' P r i n c t p l e r end Y r a c k i c s o f L d u c a t i o n ' , - I n d - d , a f t e r

a n a l y s l n g the s o c i a l methods of e d u c a t i n g the p r e - s c h o o l c h i l d

among t h o Annangs o f C r o r s - R i v e r S t a t e o f N l g a r l e , ( O t t o n g 1373)

d e c l a r e d t h a t the r e s t r i c t a d p h y s i c e l contact of t h e c h i l d m a i n l y I

w i t h t h e ulothor bat reen 0 - 3 y e a r s o f t v n mads tha c h i l d t o be

" s h y ornd t l n ~ l d " . ?

"An everago c h i Id I n Annang S o c i e t y t ends t o be

d u l l . u n e x c i t l n g and weak i n Imsg ina t l vc r a b l l I t y U .

(Ot tong 1 9 7 9 ) .

Hu t h u r e f o r a c a l l s f o r p r o p e r e d u c a t i o n o f p a r e n t s , Improvsment

o f a t t l t ude t o w a r d s r u r a l comrauni t ls rs t h r o u q h plannad development , J

t r r e t ing c h i l d r e n w i t h more u y m p a t h y attd unders tand I n g .

O i t appears t h a t what i s d e s i r a b l e I n f u t u r r Rgraarch e f f o r t s

i s t o d e p a r t from rha r o m b n t i ~ l s a end the o u p p o s o d glamour o f t h o

t r e d i t l o n a l A f r i c a n p a s t , o u t p r o v i U r d u t a i l e d rcrscsarches on how

t o h e l p p a r e n t s and c h l ldrer i caugh t i n t h o i a r b y r l n t h o f c o n f t I c t i n g ,,' . . . ' a .

a e t o f v a i u ~ s . I f a d a p l a t ' f o n of Wastarn e d u c a t i o n t o tho

t r a d i t i o n a l u n v i r o n m e n t o f t h e A f r i c a n s Is clamourad f o r , t h e n ,

~ c h o l r r ~ r must o f f e r s u g g c r t i o n on the p h i l o s o p h y , a * Q h o d ~ and

procrsses t o be f o l l o w e d barad o n . s c i a c l t i f l c f l n d l n g s . M i t h more d

and more s c h o l a r s r a l a t l n g t h e i r rtudles t o A f r i c r n / W i g ~ r l a n

t h r r s i s room f o r o p t i ~ l r m .

The Legal S t a t u s o f t h e Nfgc r r l&n C h l Id

S u r p r f n s i n g l y enough, many O c n o l e r r and h a s e a r c h s r s I n

1 4 l g o r l a hsvc n e g l r s t a d t h e l e g a l a s p e c t of E a r l y Childhood

E d u c a t l o n . A f e w y e a r s ago, A w o r ~ l y l css l led a t t v r ~ t l o r ~ t o t h e

dange rs I n h e r e n t c t the n o n - c h e r l e n t a t t l t o d e c o f S c h o l a r s and

M t g a r l a n E d u c a t o r s t o t h e l e g a l I ~ p l f c s t l o n s of c h l I d r e a r l n g

and c h l l d c s r c . I n t h e paper t l t l e d "Lagal and E d u c a t i o n a l

Ord l f iq f icos: l m p l l c o t l o n r f o r E d u c a t o r s and p r e s e n t e d (on 22nd

Octobe r , 1977 a t a o n e - d a y Conference o f p r o p r l e t o r e , Headmasters,

H e a d n I r t r e s s e s and s e l e c t e d S t a f f o f P r i v a t e Nursey S c h o o l s In

Oyo S t a t e o f k l g e r l a t h a t took p l a c e a t t h e U n l v e r s l t y of Ibadan ,

"The rwdorn v l s w I s t h a t t h e c h l l d ? s an i m p o r t a n t

u n l t of t h e s o c i e t y ; he h4s C O ~ W t o t@ r ~ g a r d e d as

en I n d l v i d u a l w ? t h c h e r n c t e r l s t l c qua1 Ities and

neads a t each s t a g s o f g r o ~ c l r , w i t h certain r l g h t s

wtr lch a r e supposed t o tr s a f e guarded by l e g i s l r r t l o n

arid custom. The Legal S t a t u s t h u r glvcan to a c h i l d

f s perhaps a c r l t e r ' t ' h t I ' ' ' ~ f ' ~ ' t h e dugfee af c l v l 1 l z e t Ion

reached. (Awonlyl 1 9 7 7 b P . ..,. ) I4,

T h i s l e g a l v l e w o f t n s N l g e r l a n c h l l d was f u r t h a r ~ x p a n d e d I n

Chl I d : lap1 I c s t l o n o f o r c h i Id w e l f a r e , c a r e and c l tizenshlp and

pr6sanom.l a t the X V I World A s s e m b l y o f GMEP ( O r g a n l z a t l o n K o n d l o l a

Pour L ' k d u c e t i o n P ~ C - S c o l r l r a ) h v l d a t Quebac, I n Canada i n

J u l y , 1980, (Awonfy I 1980 a),

I n h l s work, Ground work of h i g e r i e n Law published I n 1 9 5 4 ,

E l i a o has shown beyond any r a a s o n a b l e doubt t h a t , l a t h e N l g e r f o n

c h i l d i s bo th a l v g a l e n t l t y and rr c u l t u r a l ba lngto, ( E I I r s 1954).

H o s t l e g a l s c h o l a r s w i l l agree w i t h ( E l l a s 1956) I n h I s r3uby

o f t h e n a t u r e o f A f r i c a n Customary Law whan he reached t h e

c o n c l u s i o n t h a t " b i r t h i s a d o t e r m i n a n t o f n a t i o n a l s t a t u s " .

A s l m i l a r s t a n d was t o be t a k e n l a t e r by ( ~ y l a n d e r 1973) I n h i s

s t u d y of thrr Nationality and c l t i z e n s h l p Laws of N l g q r f a . A l l

these f i n d l n g s tend t o rhow t h a t the c u l t u r a l a s p e c t o f t h s

N i g e r i a n a h l l d Is r o o t e d I n t h e Nlgcsr ian customary Laws, No

daub t , ltCus tornary Laws", accord l ng t o (Anderson 1963) "rtrrnr 1 n an

I m p o r t a n t p a r t o f tka l e g a l systemstb.

N e v e r t h e l e s s , t h e customary Low* havo t o be based e s s e n t i a l 1

on F a m l l y l a w s i n r e s p e c t of tho c h i l d , For one t h l n g , i t i s t h e

F a m i l y Law w h i c h makes a dlsalnctlon betwsrn the c h i l d r e n b o r n i n

and /o r o u t o f wed lock . but ereordlng t o ( ~ w o g u g u 1974), i n a

d a k a l l a d s t u d y o f t h e F a m i l y Law I n N i g a r l a , ths c o n c a p t ~f

p a t e r n 1 t y , merr I agr and la,gj.l;l.malcy have no necessa ry connect Ian.

On ria. o t h r r hand, ( ~ d e s a n ~ a 1973) had rxamincsd thrr imp1 l c r t l o n s

of the N i q e r f a n M a t r i m o n i a l Causes Decrar o f 1970 for t h e c h l i d ,

and m o i n t a l n e d t h a f o r e l g n e s s of the. Laws whiah, a c c o r d i n g t o

Adesanya, was l a r g e l y besad o n ~ a t r i m o n i o l Causes A c t 1959 o f

A u a t r l l f a , and t o a l i m l t e d e x t e n t o n D l v o r c o o Re fo r tm A c t 1569,

o f England.

A s f a r e r I t l o known, t n r r e tr no a v a i l a b l e e n a l y r e d d a t a on

t h o l e g a l s t a t u s o f t n * c h i l d r e n bo rn utrder bo th t h e h i g r t r i a n

Curtorncry m a r r l a g e u ,

thorta born under tho M a r r l o g v Act , and t h o o r who lire l e g a l l y

N w e r t h a l e s s , t h e stgnlficanca o f the I a y a l proolem b e s e t t i n g

t h * N l g e r l a n Chl I d has ocaen h l g h l l y h t u d b y ( ~ k a n d u i f379) i n a

monograph prepared on b e h a l f o f tho ' lFaduret ioh~ o f Women Lawyers

In Wlgarla" as t h s I r contribution t o tha c r l e u r a t l o n I n Nigarla

o f t n u Unl tod Nat ions Jaclaratlon of 1979 as t h r I n t o r n a t i o n a l Y ~ a r

o f t h e Chl I d , I n d a e d up t o 1965 , t h u r s was no s t a t u t o r y b a s i s

I n any p a r t of H i g e t l a f o r t h e a d o p t i o n ~f persons, f o s t e r ,

paranthood o r guerd lansh tp , ( t was I n 1961 t h a t tha (Eas te rn

Wiger len Adop t ion Law ko, 12, 1965) , end the (Lagos S t a t e A d o p t i o n

E d i c t , 1967) were enuctad r a a y o c t I v e i y . kvan a t t h a t , L o t h

rn+ctments moda l l sd agalnot tna E n g l i s h , Adoption A c t s o f 1 3 5 0 , end

1958 r o s p s c t I v u l y had not been p o p u l a r In H I g s r I a . For one t h i n g ,

' a d o p t i o n Is unpopu lar I n Pltgrrr ia i n v l o w of t h e f a c t t h a t t h e r e

1s no l l l c ~ l t f m a t a c h l l d I n t h e v a r i o u s r u i t u r r o o f l v l g a r l o

whather o r nor the c h l l d 1s borrc o u t o f u w i l o c k .

There a r e many ersas o f E a r l y Chl ldhood E d u c s l I o n whlcb shou ld ., ,, . 4 " 5 , ,.. , 4,- .

m r r l t the at tent lor^ o f H e r t i s r ~ h s r s and Scho la rs who a r s legally

DnclJnrd. For lnrtence, t h e (Criminal Code Ordinance Cap. 421

Laws of the F a a e r r t l o n o f 141gorle arid Lagos V o l , I I ) mad@ adequate

provlslonr fo r t h e c h i i d end sdkqucia penaltlss f a r v f o l o t o r s of

thc ch1 I d ' s r I y h t u a s follows:

( I ) S e c t i o n 295 ( I - b ) t s t l p u l s t c s the condition urrder whlch

a f a t h r r o r a mothcrr can c o r r e c t 4 ch i i d , otrrvarrt o r

epprun t I ca$hi p ;

( 1 1 ) S e c t i o n 301 a n d 302 nraksro It u b l l g a t o r y f o r t h s Head

o f toe Far'li l y t o p r o v i d e f o r c h l l d r s n unde r the- age

of 1 4 adctquata food, c l o t h l n g and lodging;

( i l l ) S e c t i o n 3 6 3 p r o r r i b l t s sieve dealing of c h i l d r e n w i ~ i l e

S e c t i o n 3 7 1 makuv I t 3 f ~ l o n y f o r c h l l d steallng

and a t t r a c t s i 4 y e a r s i m p r i s o n m s n t f o r tne o f f e t r d e r ;

( I v ) More i m p o r t a n t l y , jactlon 3 7 5 s t a t e s t h a t a r ~ y

p e r s o n who n e g l s c t o o r drtoaVrm B ch i I d hi t w u t rursans

o f s u p p o r t w l 1 1 b + ~ g u i l t y o f rn iod~ inaanour and ~ 1 1 1

b4 I l a b l o t o ~ m ~ r i s o n r n e n t f o r OIIB y e a r .

U p t i l l now, t h e r e e r e no depandab le d a t a on;

(a ) How f a r a r e t h s N i g e r i a n Lows I n r a s p a c t o f c h l l d

c a r e and c h i l d w e i f e r a b e l n g Implemented, d l s r c g a r d e d

( b ) HOW many c h i l d r e n On N l g a t l a o n a y e a r l y b a s i s a r e

d a p r i v e d , des r r ' t ed , . s e a u l t a d , b a t t a r ~ d , n o g l r s t r d

or s u b j e c t t o c h l l d ebure?

(c ) What I r t h e y e a r l y b l r t h r a t e grrd d e a t h r a t e o f

( d ) How many N l g a r i a n c h i ldrc tn have aceerr t o adequate

Hea l t h ca re , and prs-school p r o v i r I o n s ? What Laws

a r e a v a i l a b l e o r s h o b l d 'be o r v a l l a b l a t o guide t h e I

a s t a b l l s h r n e n t , me ln tenance , s t a f f i n g , ftnanclng, end *

c o n t r o l o f there pse -schoo l g r o v l s i o n s ? (Far i n s t a n c e ,

I n England, Canada, t ) , S , A , end e l r a w h a r e , t h e r e a r c

s t r i c t r u i e s on t h * t y p e s o f p e o p l e who can o r canno t

s e t up Chl Id n l n d i n g and U a y C a r e Centres;

Nursery Schools, and so on a6 w e l l as the t y p o 8 o f

prwnlrer consldsred s u i t a b l e or unsuitable f o r such

( v ) What t y p e o f Legal Educatlon can be ln t rodueed i n t o

Teacher Educr t Ion Progrsmmes?

and quality of ProvlsSons on E a r l y Childhood E d u c a t i o n - An i d & ~ r r l v ~ and *ncouraglny b o d y o f i l t a r s t u r a saains t o be

emerging on tha pollcy l r s ~ a o r a l a t t n y t o E a r l y Chi lJhoad t d u c a t f o n

ar w r l l as on tne q u a l f t y o f tne p r o v i s i o n 6 f o r c n l l d r a n I n Higoria.

Hatlvatlng F a c t o r s

The chsngas in rociul and economic o t c u c t u r e s 1 1 4 N i g e r i a have

rtl~uulated the n e e d and growth of dlverslflard p r o v l r l o n s f o r c h l l d - c e r e i n N l q e r i a . i n r s i g n i f l c e n t s t u d y of "The Role! uf b o r k l n k

H o t h e r s In E a r l y C h i ldhosdt A Nlgerlun Case Stud 6ponsoreJ b y ?

LJncsrco/lriiSEH ( U n e r c ~ l 4 7 7 ) , i t war shown t h a t ~ l t n m u n y a o r v

females J o i n l n g t h e labour f o r c e , so a l s o , was the noea f o r t n u

a l t e r n a t i v e chl Id care faclll tlrcs f o r c h i l d r e n o f working mothers

I n Urban end crconomlc centres , Worsa s t i l l , tna s u p p o r t o f ., ,. , . .l. d' . ." '

+rrtrnd*d r a l o t i o n r and surrounding coaemunlty In c k l l d ca r@ and

mrlntonancr was no lon91r rvolleilr, Tho + a m v iew was h e l d by

(Oy@mty . 1 9 b l ) who maintelnrjtd t h r $ b e c a u r r of t h o Increasl'rtg ( 1 . . - r o c i a l and i d a o l o g i c a l cnangas, higerlon woman a r e no lonyar

conf 1 nad t o thu hama thsreby c r e r t l ng problems I n the area o f

c h l l d c a r e , (Fadoyomi and O m o g u ~ h l n 1961) i n 8 r e l a t e d ~ v u d y

reached tha same coscbuoiorrs b u t suggrrs t a d more raserrrcrlas i rrto

tho pollcy utl E a r l y C h l l d h o ~ d Education I n t h e h l g a r i p n Context .

I n l y b 1 , U n r s c o / K I S $ 2 t h o r a f o r e s p o n b a r a d o N d t l o n a l & o r k s b o e

on Woritinq Mot?.srs and E a r l y Chi ldhood Education I n N t ~ c r l a a t

tns U n f v a r s i t y o f I b a d a q . The magnl fude o f tira y r o b l a m s

o f Working A o t n ~ ~ r s vls-a-vls t h ~ l r c n l l d r u n s h o u l d na9 b a

u n d o f r a t a d , (9rl;rbanjo l L l d l ) , f o r I ikstenca, 4howed t i ~ c a f r p r ~ b h ( ~ n -

a c c i d u n t s or l l l n s s s o s d c t h ~ l r C B O L Y ~ S . Ber i d e s , iuost of r h a

mothers whose c n f l d r e n a r e c a r e d fur i n P r c - s c h ~ o l l n s t l t u t l o n s

c h l l d r e n st home. In s p l re o f trifr, p a r a t i t s s t i l l pstronlzb

tlra cni i d c a r e c a n t r ~ s .

fibat t n s r u c a n b e rio way t o c u r t d l 1 o r s c r a p rho q r ~ w t r , w

and a x , ~ a n s i o n o f t h e 8 6 p r e - s c h o o l p r o v l s I o n s , w h a t ~ v e r l h c l r

" d e f i c i o n c I & s , nave bean ernpltaslzud b y scholars who s u q g o s r c ~

5 ( ~ a k l n w r - k d e b u s o y * ; > a ? ) , ( O r u t u i o y u I 9 b l ) . - I n s p l t e o f the hir;h fsds chorycrri, y r t w i ttr pocr s r ~ d

S u r q o y o f 10 N u r s e r y 5 c h o o l u l l i n {:yo S t a k e o f N i g ~ r l a L y ( A v a o l u 198n) - ar.d a s u r r / q cf IJ o t n e r blursbry S c h o o l s i n Orrdo S t a t e o f i i l q ~ r i a

N u r r r r y Schools i n c l u o c t o p C l v 1 l S e r v a n t s , A c a d e m i c l a t ~ o ,

t op h l t i r a r y b f f l c e r s , bus I nus6 6ycoons

and r o on.

T y p e s ana Goals of P r o v i s i o n s avrr i l i rb ie fur E a r l y Chltdhood ~ d u c e t i o n i n K I o e r t d - , -

Education o f tha A f r i c a n C h l l d " ( ~ a f u n k a 1967) , p l e a d e d f c t a

cohertlnt and c r e a t i v e E a r l y E d u c r ? t l a n Pragremmt I n A f r i c a ,

By 1 3 7 7 , nowcpver, (Tha N a t i o n a l PolJcy on E d u c a t f o n 1977) s t a t e d

I n b road t e r m s w h a t o h v u l d be t h e goals of pre-primary I n s t l t u -

t l o n s I n hlgorJa. Ti%eo+i oLJectivcs a r e now t e l n g r e d e f i n a d I n

o p e r a t i o n a l and b a h a v l o u r a l terms I n the N o t l o n o 1 C u r r i f u i u m

P r o J o c t f o r I J d r s d r y S ~ h o o l s i n k i g e r i r u , br t lng sponsored h y

the N l c ~ z r I a Educa t i o n e l Rlssedrcrl Counc i 1, (HER\;, 1 5 8 3 , 1 9 0 4 ) .

Scholars hsvoh robed the, under lying m o t t v e r of p a r e n t s

who g a t r o n t z e p r c a - r ~ h o o l , I n s t i t u t t o n s i n N1gc"ria (,4wonlyl 1979 c ) , 4

(Awonlyi 1 9 8 2 ) , a s w e l l a s @ n u m e r a t e d t h e 9 r i n c l p a l gcals of

p r a p r l m a r y Irts t t tut lons I n httgerla afi m e t i n g the physfcol, s o c i a l - emotional, I n t e l lsctual ot.nd.arsthetTc n e e d e o f c h l l d r e n .

Out I n a su rvey o f 9 s c h o o l s cerrlsd o u t on fTna P e r c u p t l o n 1

o f P a r e n t s o f the r o l e of pre-school l n r t l t ~ l t i o n r i0 awarrl,

lma S t a t . o f N l g r r l a , (Onylctre \,4ti0) as w a l l a s thz f l n d l n g s of

(Onyeaurl 1980) showrd t h a t the alltas $88 pr*-school education

as r n e c r s s f t y , not as a l u x u r y . F u r t h ~ r a o r e , t h a s r e l i t e s see

the p r e - s c h o o l e d u c a t i o n a s a way o f l a y i n g a Sol Id foundation

f o r t h e i r ch l l d r e n , p r o v i d e t h e l r c h i l d r a n w l t h I l n g u i s t f c

competence ana imp rovg t h e i r own and t h e i r c h i l d r e n ' o s t a t u s .

top h l l i t a r y G f f l c o r s ,

an3 so on.

bus i nurr tycoons

T y p a s araa Goals o f provision^ a v s l \ & b i s f o r E a r l y Chi ldhood r d u c a t l o n In K I g e r f d - .

A s e a r l y a s 1967 , Fitfunwa I n a c h a p t a r t i t l e d MPrst-Schaol

E d u c a t i o n o f aha A f r i c a n C h t l d i @ ( ~ a f u n w a 1 9 6 7 ) , p l e a d e d f c r a

coherrtnt and c r e a t i v e E a r l y Vducatlon Programme I n A f r i c a ,

By 1977 , aowrvar, (Tha National P o l i c y on E d u c a t i a n 1377) s t a t 4

i n broad terms w h a t s h v u l d be t h e goals of pre-primary I n a t l t u -

t l o n z t n t i f g s r i a . T a * s e o l j ~ c t t v e s a r e now being r e d $ Q i n s d i n

o p e r a t i o n a l and b ~ t t a v l o u r a l terms I n the Rlationr 1 C u r r i c u l u a

emotionel, l n t a l l r ~ c t u a l and.arasthctIc needs of c h i l d r e n .

But I n r survey o f 9 schools c a r r l e d out on fTne P e r c u p t i o n f

of P a r e n t 8 o f the r o l e of pre-school I n l r t . l t ~ r t i o n r &0 Ow~rri,

lma S t a t e o f # I . g a r I a , (Onyiche \,4&0) as w e l l r s the f f n d l n g r of

(Onyerusi 1980) showed that $he a1 l tes $ad pra-school o d u c a t Ion

as r n 6 c a s s i t y , not er e luxury . Furthermora, there e l I t e r see

the pre-sctlool s d u c a t l o n a s e way of l a y l n g a sol Id foundation

f o r t h e i r c h l l d r e n , p rov lda t h r l r c h i l d r e n w i t h l l n q u l s t l c

comparewe ana improvs t h e i r own end t h i t c h i i d r e n t s s t r t u s .

b (Awon iy l 1978) e a r l l o r hod o b t a i n e d t n e same r a s u l t v f rom h l r

f i n d i n g s of s s t u d y o f thvl s t a t u s o f b u r s a r y Schools I n Oyo

S t a t e of N l g a r l a . B u t I n addition, (Adosuyl 1380) found o u t

t h e t tha e l i t w o who p a t r o n i z e Wursery Schools a l s o be1 f sved

t h e t t hey p r o v l d o d c u s t o d f a l c a r e and amotional s t r b l l l t y f o r

t h e l r c h l \ d r a n . l n t e r e s t l n g enough , pearan t p a r a n t s n u r v r y s d

by (Ony lchu 1560) Nursery Schools as sn i n t e r f a r e n e e I n

b m l l y I l f s .

Because o f the v a r l e t i s s o f I n s t l t u t l o n s available f o r

c h i ld rar r I n NIgsr l a , s c h o l a r s have groupod and c a t e g o r l zed these.

I n s t l t u t l o n s a s a u s e f u l d u v i c e f o r t h o l r s rsasrment . For

i ns tance , ( A n l s a 1 ~ 8 1 ) I d e n t l f l e d and @numeratad t h e following

types whlch a r e n o t n e c a s s a r l i y found I n Mlgerlat

Day Care C s n t r d C h I l d Csro Cantras,

The Nursery S ~ ' t r ~ o 1 , Pre-K l ndergar ten,

H w d - S t a r t Nurscory School and Ktndergar ten,

Pa ren t -Coopera t i ve Nursa ty School and

K l ndorgar tan, L a b o r a t o r y S c h o o l s , ., ,,. ,"l. ,*. .

Church-Sponsored Schools.

tha f o l l o w l n q t y p e s o f programnw f o r c h l l d rena

P e r o n t a l Csrra, ~r lvd'tta f s v t a r tiornoa, F o s t e r

Pa ren ts employed by V o l u n t a r y o r Local Author I t y

Agsnclea, D a i l y Guardlano, C h i l d M l n d a r ~ ,

P r l v a t a Nursery Schao l r , Day ( ~ u b l l c ) Nurse ry Schools,

k u r s e r y C l a s s s s a t tachad t o P u b l l c P r i m a r y S c h o ~ l s

o t h r r w l s o r v f e r r a d t o as I n f a n t C lasses , Creches,

and P l a y G r o u p s .

I t appea rs s c h o l a r s a r e y e t t o a g r e e on a p p r o p r l a t r

t r r s s f o r v a r l o u s programmes caval l a b l e f o r c h l l d r s n I n NIgarr l a .

Irrdeed, a f i s l d s t u d y carr l iad o u t by (Auonlyl 1980 b) as t h @

Chairman, Oya S t a t e Commlttes on t h e I n t @ r n a t i o n a l Year o f the

C h i l d , 1979, showed t h a t many p a t r o n l t e r s o f these p r o - s c h o o l

l n r t i t u t l o n s h a r d l y know t h e d l f f e r e n c e amongst t h u s @ v a r l o u s

p r r - s c h o o l provisions.

Yet, the p r o p e r c a t ~ g o r l i t a t l o n 1 , I m p o r t a n t I n o r d e r t o

a n s l s t s ~ h o l a r l r ~ S S B S S whlathcr o r no t t h r pollcy, o b j c c t l v e s ,

f e c l l l t l e s , en4 schlsvunrcrnto of t h e s e v a r l o u s p r r r c h o a l p r o v l s l o n s v

a r e I r, consonan t w l ttr the1 r pPbl Iasophy orrd prograrameo.

T- I t I s I n t h l r l f y h t t h a t orbe can t e p p r e c l a t o Ehs d e t o i l c d

s t u d y o f (The AJnl n istrfat 1 on of I badon klome f o r the N o t h e r less

( l s i c h a l

asrossmrrnt of ' T h a H ~ n a g w a a r r t end Admln l s t r a t l o n o f H o r c t

M o t h e r l e s s 6 q b l ~ s H~~nd,.~Q&w+.ll* i n O k l ~ w e L o c a l Government A rea

o f Imo S t a t e by (Nwubah 1580). It i s c l d a r f r o m t n e s t u d l e s

above t h a t t h o s u H o t h e r l e s s B e b l e s t tiorn@scrn be c a t e g o r l r e d

as F o s t e r Homes as d l f f r r d n r f,rorn s t h e o t h e r t y p a l o f p r e - s c h o o l . .. -

p r o v l s l o n s ,

I t I s now known, howsver , that many Illegal dushroam i)ay t a r e

Cent res s p r i n g u p I n U r b a n areas and opsratad in Garageas, Verandahs,

S l l o d 6 , S t t t i n g Hoorrts, Undsr T r a s s , and so on.

I n e useful s t u d y o f 1 1 Day Care C u n t r s s samples f r o m Agbowo,

I~be l r tnde , Ososarnt, A d a , n a s I r r y ; ~ a , Oluye ro , D o d i J a ~ n d Owode! t s t s t e s ,

a1 1 i n I b d J a n C i t y , ; i i q c r l a , ( ~ y u u l e 1381) founA nune rau r uvldencus

of i n a d a q u a t v ~ q a l p m a n t , poor l e a r n i n g and s a n i t a r y a n v I r o n n r n t ,

I n a d e q u a t e and unquel If led s h a f f , o u f focetion and o v ~ r c r o w d e d n a s s ,

Inr@curl t y , and, y e t , o x p Q n o l v c f o e s were Jaaanded. Other s t u d icis

about c h i I d r a n I n a l u m Arcras o f N l g e r i a b y ( F a l a d e 1981).

( A l u k a I~)lil) h a v e c o n f l r m a d tho ' e v i t s 1 g o i n g on i n thtsntr Can t ros .

I t l s a mattar f o r j a y t h a t tna d e f u n c t c l v l l i a n a d n l n i s t r e t i o n

i n Oyo S t a t e passad s n a y Card C u n t r a E l l 1 I n 13.33 t o c o n t r a 1

t h e sstabl lonrnent 0k Day Care C a n t r e s i n thct S t a t e , Accacding

1 0 i s now I l l e g a l f o r a n y on4 t o r u n a U a y Care Centra w l t h o u t w

ba ing r t a g i s t o r u d I n any p a r t o f t h a S t a t & , ( k i g o r i s n b a r o l d ,

A p r i l 8 , 4 S h u a l s o J i s c l o s e J t h a t 102 o u t o f t n s 1 3 6

a p p l l c a t i o n s r rac i j l vad f e r t h o rug1 strrtion o f D a y Caro Cantras

had been p r o c s r s e d f o r a 9 p r o v a l .

P e r h a p s , what I s neadrd I s f o r s c l i o l s r r t o excrnine how ., ,, . .*I. d' r . . I + .

t r a d l t i o n a l v l l l e g a p l a y groups and oral l i t e r a t u r e c s ~ be /

u t i l l z r d f o r L a r l y C h i l d h o o d E b u c a t i o ~ l , especial l y when c u s r c d i a l

c a r e , r a t h e r t h a n f o r m a l v d u c a t l o n i s contemplated f o r w o r k i n g

naothsrs, ( A J ~ Y I l 9 8 2 ) , ( ~ l a d c " l ' j 6 2 ) , 8nd ( ~ d d e r u 1333) h a v e w

sxow inad p l ~ y g r o u p s i n r u r a l Green o f E k i t l and p e r f s o f C g u n

S t a t e r ( e s p e c t i v s 1 y . ( ~ d a o l u w a 1377). and (Esen 1 9 7 7 ) have s i m l l a r 1 y

d e s c r i b e d T r a d i t i o n a l O r a l L l t s r a t u r s I n t h e R u r a l Areas and how

c h l l d r o n a r e ncrmal l y I n t e g r a t e d I n t o t h c l r c u l t u r a l 1141 l eu .

k l o r ~ rc;suarcues a r u nutried I n t n l s rrua e r p t c i a l l y on t h e

o r y a n l z a t l u n o f Rura l P l a y Grougu, t h ~ l r rcrsourcer, and the r o l e

o f R u r a l E l d e r s end A d u l t , i n c h i l d c a r e .

I t has b a e n c a t l r r c d t h a t there: arr l a t prrasdnt &@out on&

thousand a p p r a v s d P r i v t t b t tursary Schools I n Hljetla as compared

c u r r i c u l a r , s t a f f i r l g , f l r r a n c i r i g and o t h e r rcalatad problcmo of the

N u r r a r y Schools i n N l g e r i a . b

I r t a s ~ u d y c a r r i e d o b t , (:?woi&iyl 1 3 7 8 ) r o v l e w a d the s t a t u s

o f the then 32 A p p r c v d P r l s ~ a t a N u r s e r y Schsols I n Oyo S t a t e uf

Schools leckcd ~ u ~ l I f l e d s t a f f , here overcrowdsd , h a r d l y s u p e r v i s e d

p r r - p r i m a r y E d u c a t i o n I n Cwcrr i and Oguto I n Imo Saater o f N l g e r i a ,

s u r v ~ y e d 3 hursery Schae l r ~ r i ' ~ w d r r i and I i n O p u t ~ . Ilr found, .- amongst other t h i n g s , t h a t &ha Nursery Schools a r e usually

pi i t ron i rcd by Tlltcrs I n s p i r e o f t h a f a c t t h a t many of thtrrco P r i v a t e

H u r a e r y Sc i~oo l s l u c k u d qua1 I f tea o f s f f and o t t - e r i n f r a s t r u c t u r a l

One of t h @ raasons f o r the p a r a n t a l pa t ronage o f f h s r e

schoo ls i s t h . t p a r e n t s e r e conv inced that t h e P r I v a t s Wursory

Schools e x c e l Publ f c Schools I n t i tandord and echlavement.

(Onylche 1 3 8 0 ) , ( ~ B a s u y i 1 3 8 0 ) , and (~saolu 1980) a l l rarached t h e

same c o n c l u s i o n f rom t n e i r indapendent s t u d l ~ s o f why p a r a n t s

p r t r o n l z a P r i v a t e Nurse ry Sci loo ls t h a t p a r e n t s be1 l e v @ t h a t thesa .

s c h o o l r l a y s o l i d f o u n d a t i o n f o r t h e i r c h i l d r e n I n t h e r c q u l s i t l o n

o f t h e Engl l e h Languag. and o t h e r p r t -academic sk l l l s . &

Hare r a c a a r c h s s needed on whether o r n o t t he oyersmphasis on X pre-academic o k i l 1 s and Ll ngu l s t i c cowpetunce a t the expense o f

o t h e r d e s i r a b l e e d u c a t i o n a l ~ b J u c t i v ~ ~ s might Rava adwercs c r f f e c t r

on tho c h i l d I n l a t o r years , For Ins tance , Haduaweri has u

rdvancod thu v l @ w t h a t t each ing c h l l d r o n c a r I n g behev iour s h o u l d '\

be p a r t o f E a r l y C l ~ i l d h o o d Education Programme, I n a r e c e n t

r f f e c t i v e s o c i a l bshav iou r has e t i t s c o r e an s n p a t h l c f a c t o r

+ wh ich can be I ua rned by ~ h l l d r a n f rom t h a i r e 8 r l y yea rs

th rough o b r e r v a t ion, i m i t e t i o n and suppor ted w l t h re tn fo rcemen ts . ,, , 4 .l. ,*' 2 .

andmodal l i n g by A d u l t s . The appropr l a t e s t r a t e g y , accord l n g t o

MaJuewesi, i s t h r emphaols t h a t ought t o be p laced on d o f n g by

l u a r n l n g a s opposed t o bhw c u r r e n t p r r c t l c o o f t e l l i n g o r m o r a l l s i n g ,

A l s o , how f a r a r e tho i a l n ' ~ supposedly mad4 I n t h e e a r l y 'cL

yea rs o f I i u r s e r y E d u w t l o n sus ta ined , d l o r p p a a r e d o r complernantad

l n l a t o r y e a r s ? A s a t trow, thsrcs I s no L o n g l t u J l n a l s t u d y on what

happens t o t h e N i g e r i a n c h l l d r r r n whom p a r e n t s i.nYest so mucn hope

and money I n c h i l d h o o d b y send lng t h e m t o P r i v a t a N u r s e r y Schools.

Thsre Is a l s o t h a naiad t o l o o k critically i n t o c h l l d r e n who a t t e n d

P r l v s t a Nurse ry Schools b u t e v e n t u a 1 ) l y go on t o Pub) l o P r i m a r y

Schoola and compere t h e m w l t h c h i l d r e n who had ntaver been exposed

to any form o f Nurse ry Educat ion.

There is no doub t t h a t , l n ~ p t t o o f dsf i c t u n c l o s he ro and the ro ,

Pr Iv r tcx Nurse ry Schools a r e b e t t e r equlppsd, b a t t e r s t a f f a d , and

b e t t e r manegad than many gover nment-ownad Publ lc Schools I n H l g a r fa,

T h i s l r obvlou, from s t u d l e s such as t h e d e f a t l e d a r r c s s m r n t o f

8ubuola Mamor la l W u r s e r y / P r l m r y School I n lbadan by ( ~ a l u 1979)

sr w e l l as t h e ~ x p e r l o n c e s recoun tad by (#@no 1983) f rom her

one-day i n 4 p re -schoo l : A WIger Ian Exper lance.

Dasldas, many o f the P r t v s t e Schools t u a ~ h s p e c i a l subJects

- s u c h ar French, MusIc, A r t s , C r a f t s ead so on I n o n r l c h e d e n v i r o n -

ment w l t h generous aquipmant , T h I s has barn drscrlbed I n d e t e f l

: I n thc s tudy o f "Th* Teachlng o f A r t s , C r a f t s , and H u r l c I n t h e

Tharv i r the n@oJ, howrvar , not o n l y t o make 8 thorough

pss rssmen t o f the c u r r ~ t f d l h i ' ~ "pro~rrmmes p r e s e n t l y In u r o i n t h o

Hursary Schools , b u t a l s o , s e ~ e a r c h r r s nard t o work out s t r a t a g l o s

f o r t h u i r adaptrtlon t o t h e M i g e r l a n SoeIo-Cul t u r r l background,

( O l o u o l a f a 1'979). ( I . . . -

One o f t h e p r l v l l r g s s o f the p r i v a t e r c h o s l s 1 1 t h o l r autonomy,

They l o r g s l y c o n t r o l t h e l r adrn la r lon procedure, s t a f f i n g end

financing, ( A k e r a l e Iy80). For example, I n a s t u d y o f Admtrs lon

P o l l c l e r o f f o u r p r s r c h o o l g In Lagos and f o u r p ra -schoo ls I n Ibrdrn,

(Adawumi 1973) found o u t t h e t t h e children a d m i t t e d ware l a r g e l y

r a o t r i c t e d t o c h i l d r e n o f t h e E l i t e s . Wany of these c h i l d r e n

have p r l v l l eged background and e n r Ichad home anv l r a n m e n t where

v i d e o r a t s , c o l o u r e d t a l e v l s l o n , te lephones, c a r s , a e r o p l a n e s and

so on a r e common odbrencas In t h e i r l l v r e , not I d e a s o r t h l n g s r'

known t h r o u g h T e ~ t Books a t Schools.

S l m l l a r l y , t h a P r a p r l e t a r s nf a P r i v a t e School has t h e power

o f h l r e and f i r e o f h i s s t a f f a s t h e case m a y be. Hence, t h e

t r e n d i s f o r thtr r t a f f f o be dlociplined, devo ted , h o r d w o r k l n n , and

d e d l c a t r d i f t h e y w i l l r e t e l n t h e i r job.

I n s p l t e o f t h i s , several s t u d i e s have cnolysed t h e prabiems

r o l e t l n g t o r e c r u l t r n e n t , r e t e r t l o n and r e m u n e r a t i o n o f s t a f f I n

P r i v a t e N u r s e r y Schools . I n a s t u d y c a r r i e d o u t " S t a b l l l t y a n d w

Change I n t h e S t a f f l n g o f j'w* N u r s e r y Schoo l s i n I b a d r n ,

( ~ d a g b o r f o ~ s 1979) lofu fun 1 2 7 9 ) f ound o u t t h a t many t a a c h e r s

cotaptalr led about l a c k o f fiension and g r a t u l t y , l e a v e bonus, s s c u r l t y

o f . rmployarent, d e n i a l of s t u d y l e a v e w i t h o r w l t h o u t p a y , and ?

s l m i l e r f r l n g e b e n r f l t a u o u s l l y r c c r u r d t o r t r f f I n P u b l l c Schoo ls . .,,. ."%..*' , .'a

A p a l n f u l s t l n g found o u t br ( ~ l ~ b o c l g h l a n 1 ~ 7 9 ) , I n a d d i t i o n 4

t o the above f i n a n c i a l s t a t u s of t h e s t a f f who teach I n P r i v a t e

H u r s o r y Schoo l s I s t h a t t h e y c a n n o t t r o n r f e r t h e i r s e r v i c e t o

P u b l i c Schools1 w t a t c l v r r number &f ybarr s p e n t I n t h e P r i v a t e

3cho01s a r e considered a s 'a t o r s I n t h e merg ing of s e r v i c e .

A few Schoolr, however, c m p a n s a t a t n e i r s t a f f w i t h soma

f o r m o f f r l n g m b e n s f i t s . For i n s t a n c e , I n e survsy of' 10 N u r s e r y

Schoo l s I n Oyo S t e t . c o v e r i n q Ogboaoso, Oyo and l b a d a n b y

(Addokun 1979) ;

or wai l a s t h e o t u d y o f 5 Wurssry Schools i n ll*sr, I b r d a n , Ovogbo

and O ~ D Q R ) U S O by ( ~ e ~ o l r a r o 1 9 ? 3 ) , I t was s t a t e d t h r t soraa

Yroprlators opara to frlnqe b r n e f i t ;& such r s s p r c l a l g r r t u l t i e s ,

s a l a r y bonu3 a f t e r a speciflad l o n g t h of s e t v t c o , Chr lo tmes bonus

end so on as f l t ~ ~ ~ ~ i i t b c k l t b ; . Accord ing t o (0luokun 1979) who rtudletd

&he prob l rms and souress of r u c r u l t r n e n t o f ~caddrmlc s t a f f and

cond l t l o n s of s ~ r v i c o aif~ Pr i v a t s N u r r u r y / P r inacsry Schoois I n Lagor

S t a c e obcsrvkd t n a t t h e non-Poraetlon of e Profaitsrisnel Union by

rho s t a f f I n P r i v a t e Schoo ls i s a v e r i o u v handicap I n n e g o t l r t f n g

f o r a b a t t o r ccndltlon of s a r v l c e from t h e i r e m p l o y e r s , u n l l k a

frra !digsrlatn d n l o n ~f Teachers which look6 e f tev thfb w e l f a r e a f

the t e a c h e r s In t h e P u o l l c Schools.

The need t o r c ~ s a l v e t t i ~ probloie o f Recrul tmcent and Personnel

Oevalapman t of P r l v a tcr h r r c u r y Scrrool s h a d baidn sephaolred b y

?

( ~ r a b a n j u 1977) and ( ~ 1 e l a - W l l l i a m a 1 9 d j ) . On the other hand,

t h s r r a c h s r s themselvas, dccurdlny t o tAa r e s u l t o f the P l n d l n g s

ocf (OloyeJs: 1979 ) who rernplrd t e a c h e r $ ' oplnlon a t I f e , Ibadan ,

Psogbo, a n d Oyo,' btillcaveu and Jarlred t h a t matur i ty , b a r f c training, ., *.. . * t . d' . 4' '

an3 w i l l Ingrlass t o work ~ l t h c h f I d r a n a r e *srentiul f o r Nurnvry

keach&rs I n the Pr lva to Schools. These o t e r l b u r e a a r o a i r a

Nursery Schools w f l i take, g h r cantcnr, the c a r t f f l c o t l o n , and

Some s c h o l a r s have c a l l e d f o r G o v ~ r n : n a n c taka-over o f pre-sciiool

c a r u and c i d u c u t l o n i n o r d o r t o ducrecsa w a s t a g e and encourdgu

b e t t o r q u a l i t y , ( ~ n i o o k u n 1 3 d l ) .

Havcsr the less, t h a t Sovurnn~t rn t c a n p e r t i c l p a t e f u l l y I n

p ra -schoo l E d u c a t i o n , s h o r t o f com~ltt te t a k e - o v e r , had Leert

d a m o n s t r a t o d b y (.Lleduuwesi I ~ Y 1 ) i n h u r s i g n f i c o n r and d u g 3 1 lttd

d c s c r f p t i o n o f t h e c u n s i s t e ~ r t ond w e l l - o c h u s t r a r e d s t e p s t h o

Govrilrnneri t o f Arianbrs S t a t c In N l g e r i e had tokun t o Forrnulata

supervisory f u n c t l o t r r pmrforaed b y t h a S t a t * H i n I s r r y o f E d u c e t f o n .

t o i n ? f u r t h e r , she c a l I T f o r Improved f a c i l i tius fur t e a c h e r

t r a i t 1 1 n g , sdpct rv i s l o n a~ w s l l l E ? S p e r t i c l p a t l o n by Governmufit and

P u u l I c S v c t o r a t t h i s c r u c i a l l o v u l o f E d u c s t l o n . w

howavar , I t r i u s t D e rtoted t h a t f h s U r r l v e t r s l t y o f l b l e d a n ,

" N l g ~ l t t e , t~ t roc lgh I t s k s r l y Chi 1 d h ~ 1 0 d E d u ~ a t l o n Ur11 t, Daparcment; o f

Tedchur E d u c t j t ion , has pionc.urcsa the , t r a l n f n g of g r a d u a t e t e a c h e r s

(n E a r l y Childhood E d u c a t I o n . I n f a c t , t h e f l r r t net o f n r e d u r t v s r

war proJucsJ I n J u i ~ o , 1 9 7 7 . B ~ q I d e s , the, C s r t l f l c a t a 1 1 1 E d u c a t I o n

.. ,.. . , 1 9 ' .%> . p r o q r w n l u , a one-yaer p o s t l'rercr-rcrs.' G r a d r T w o ProPcrs I o n a l Course

p r l n c t p l e s o f E a r l y Cl.r i ldhood E d u c o t l o n . ( ~ r r o n l y l 1975) had

descrlbod t h e s t r u c t u r e of the1' programme s t the U n l v s r r l t y o f 'v'

I b a d e n a t thi-. l n f t l e l s t a g e s , ;?nd s i n c s m a t u r e d , I t ? h i s a r t i c l e r

" P r e p a r a t i o n t h e N u r s o x School Tsachcr" . - I t i s i ? n v I x a g c d t i r a t o n l y t r o t t t a d and an1 l g t r taned t u a e h e r who

can rrl,lnngt r o s o u r c u s ~ r j s r l y , ( ~ n u e h l e l 9 8 0 ! , have p r o p e r a t t i t u3os

t o I n f o r m a l Teaching Hethods I n the Schools.

m a t h o d o l o p i c a 1 I s s u e s , ( l y s d o h 1 9 7 3 1 , and c a n u t i 1 I t * mouo:ngful l y

both space ana matcrlels b y a p p l y f . n g p r s e t l c e l methods I n t h e i r

teachln:, ( D u r o j a y e 1 9 7 7 ) . t h a t need be t e c r u l tod to t h c N u r s e r y

C h a r a c t s r l s t t c F e a t u r e s o f t h e Pl'lqer Ian Chi Id I- --

A s m e l l b u t ~ n c o u r a g l r t g l i t o r a t u r t s I s a l s o d e v e l o p l r ~ q on the

c h a r e c t t r l r r r l c f c a t u t e m of t h e b ; ; i g r r l u n Chl I d ,

4 s e a r l y os 136$, Uka laad uxamlned 'The Development o f T l m r

C oncopt In kfrlcan C h l l d r e n o f Primary School A g e 4 , (Uks 1 9 6 3 ) .

H l s f i n d i n g s reveal t h a t , among othar fw-, t h e c h l l d * a age,

I n t e l 1 In,ence, rishool i q t t e ~ t d ~ ~ > ~ e , end socf o-economtc s t a t u s l n f luanca

t l m r t concept development aalcnrjot bllqlar l an C h i l d r r n , Though many

o f t h e S c h o l a r s i n v o l v e d Ir; tha s t u d y d l d v e r y w a l l w i t h concepts

d e a l l o g wl t h t h e l r own parror3:hl rxy.er lence, y e t , t h e y show weakness

snauld &a o b v l o u s I r l t h i s s t u d y rilrrccl people! In t h e t r c r d l t l o n n l

~ o c l a t l s r n a r d l y p lanned or usad time, r a t h e r , t h e y " p a r s t h e tlme", , . 4 . 2 . '

by 1 9 ~ 7 , E t u k s t u d iad "Thu " ~ t j v a l , ) ~ i m e n t 04 llumh

the Yorubu - S p a a m a n C h l l d r e n i n a Doctoral d t ~ e a r t a t i o n /

s u b i a l t t e d to Teachers ' Col legs, Coluablo, U . S . A , E t u k ' e s t u d y k..

thu abllitles t o clasolfy 4n4 u n d e r s t a n d s e r i a l ...

end c o n s e r v e o l n u l tonurousl v ,

I n a r e l a t a d s t u d y l a t e r , (Os ibodu 1973) In h e r s t u d y o f gercCJ~cd h-J

Numbor and Shapa s f k s l x - y e a r o lds Pound o u t t h a t 1 5 % o f h e r

SS c o u l d d u a l w 1 t h makhemat lca l p rob lums l n v o l v l n g s i z e and

s h a p e , I n a f f e c t , Yorubo c h l l d r r n 8 r t h o u g h t p rocesses e v o l v e d

I n r n s P l a g a t l e n p a t t e r n s ( S e r l a t l o n , C l a s s t n c l u r l o n , and

c o n s e r v a t l o n ) . I t has a l s o bean obsu rvad t h a t Hausa c h l ' ld ren

w3 a r e b # x s e p t I o n a s r e p o r t e d by ( ~ a m o n l 1979) I n h l a s t u d y o f

'The Acquisition o f t h a C o n s e r v a t i o n o f t h e Concopts o f kumbar,

Longth, e n d Space by t h e Haura C h i I d r u n . ' Even on s c l ~ n c e - r r l a t r d P i a g a t - L i k e T a s u a , (Ta iwo 1976) I n a recant s t u d y

p r e s e n t e d a t t he 4 9 t h Annual H e e t I n g o f N a t l o n a l A s s o c l a P l o n f o r

Russarcn I n S c i e n c e Taach ing , and h a l d a t C a l l f o r n l a I n 1976,

E w found ou t t h a t t h e r e was no difference found I n the . pe r fo rmance on p l a g e t l a n ' task8 I n upper primaries c l a s s 4,

F u r t h u r w o r o , ( ~ n t b o k u n 1983) hsd enumerated the p o s o l b l e

i m p l l c e t l o n s o f p l e g a t f a n / Theory t o E l e a ~ n t a r y E d u e t l o n I n ~ I g e r l e .

A i l these R m s ~ a r c h findings tend t o s u p p o r t a c u r r a n t w i d e l y ..,.... 1 . 5 . .xz '

h a l d v i e w t h a t , g l v r n t n o n rcc rssary e n v f r o n m e n t and stimulus,

N I g e r l @ n c h i l d r e n , l I k& o t h e r c h l l d r a n e l sewhe re , can d e m o n s t r a t e

t h e c e p a c l t l r s f o r u n d a r s t a n d i n q p r l n c l p l e s r e q u i r e d I n r o l u t l o n . ..

o f p rob lems, ( ~ r e e n f l c l d I Y ~ G ) . I n other words, N1geri.n c h l l d r c n .I

have t h u necessa ry I n t e i l o c t u e & and p s y c h o l o g l c o l y o t e n t i a l i t l e s

f o r g row th , ( D u r o j a l y e IYTb) , ( ~ b l o l a 1966) .

I t 1s h o p e d t h a t more rusearchem w l 11 be conduc tad o n

C O I I I P B X ~ ~ ~ V S b a s i c d v v e l o p m s n t r I p a t t e r n s i n the p h y s l c a l ,

I n t s l l s c t u a l , I lnqulstic, smoZlonerl and s o c l a l g r o w t h o f t h e

c h i l d r e n I n v a r l w r ; e t h n i c proups I n N l g e r l a , (Awoniy I 1 9 8 4 ) .

I n t h i s rega rd , t h e s t u d l e r about the A f r l e a n c h l l d and the f a c t o r s

u h l c k have a f f e c t e d h lm I n 0 1 % environment, c a r r i e d o u t by

(Ohuche and O t a e l a 1981) shou ld be , n o t e d . Thay emphasized f rom

f i n d i n g s that: the A f r l c a n c h i l d s t 1 I 1 have t o cope w i t h r r r v e r a l

p r o b l a ~ n r - health, r d u c a t l o n o l , ~ o c l a l , c u l t u r a l and so on.

L l n g u l s t l c Problems and L e r l y l l d h o o d E d u c a t i o n I n N l g a r l a

S c h o l a r r have called a r t a n t l o n t o t h e ovcarwhelmlng n a t u r e o f

t h o I l n g u l s t l c problems faced by the A f g e r l a n c h i l d r e n b o r n I n t o a

a u l t l l l n q u o l s a c l e t y rr I s the case I n N I g e r l a , (8amgbora, 1966),

(Talwo 1976), ( ~ w o n l y t 19$ k ) ,

The i l n g u i o t l c problem I s no t much helpcrd by the c l a i m s and

c d h r e r - c l a i m s of t h e pro ta l lon1 s t o of the Hother Tongue Educa t ion ,

" (Awunly l 1 9 7 3 ) . o r t h o r r who s r g u d t h a t E n g l f a n shou ld bs a d o p t e d

f r o w t h e e r a r l l r r t ycsarr I n t he f o r m s l schoo l e y o t a a , (Qerren 1955),

(I)&] ton I ybl), (flowlands 151.63). ( ~ r o s n e h a n 1969). o r t ho$* who

called f o r a B l l l n g u a l o r a ~ u l t l l l n g u a l Educotfsn Hodel f o r

higcar ia, la 1983). (~il'$"'$'' l & 5 ) (Adr lodun 19831, l m a s w ~ n ( 1 ~ 8 3 ) .

The anormous l t y o f t h e prob le r~ l s wrra high-llghted by la 1 ~ 8 1 )

who l d r ~ n t l f l e d many f e c t o r r t v l a t e d t o Yoqubu Language l o a r n l n g and

u s a g e I n a l l ttra then 22 - epproved Y u r r w y Schools I n Oyo Stat .

o f N l g a r f o , The problems I d t l & i t l f f e d by la 1381) ranged f rom

c h o i c e of mudla t e a c h i n g , tfi? r a l r o f E n g l l r h , P a r a n t a l and

Tueehurs8 s t t l tude t o m r t h a d p l o g l c a l f r c t o r s and l r a r n l ng r e s o u r c a r

I n t h a Wursary Schools .

In sylte of the p r e s u n t p r a c t f c e o f u v l n g E n g l l s h as a

rusdiurl~ o f t e a c h i r t g I n tho h u r r e r y Schcols i n N i g e r i a , c o n t r a r y

t o the rcrcon~wndatlon o f th* use o f Ipnguega o f tho 11nmedIatcr

v n v l r o n m s n t o f ttru c h l Id (i .e T h l Moohur Tongue) by t h e Matlonsl

P o l i c y on E d u c s t i o n , 1 2 7 7 , I t i s p a r h a p s f u t l l c r t o c o n t i n u s t o

i g t m r e The Hothur Tonguv o f the chf I d , e v e n a t the N u r s e r y

Schoo ls , ( ~ u o n l y i 1973,) . I . L , , . Psrhopv k h a t Is d e s f r a b l e Is f c r Ruseerchurs to focus t h e i r

artontion t o ti)@ p r ~ b l e m s ~f Elotl' l(~r Tongue usage I n t he h u r s e r y

Schools . For excniplu, 111 what whys does rhu a c q u l s l t l o n of t h e

tlt,thsr Torlguu a f f e c t t h o a c g u l s J t i o n o f a second lanyuolge

( @ . y e L n g i i r h ) ? (Wdahl l $ d 2 ) , i n a Coctaral d l o $ c r r t o l t i o n s u b m i t t e d

to Ahmrdu b l l c U b ~ l v r r e i t y , 2 , b l y e r i a , has r j w n t h a t V

c h i ldr@n pas8@d t r l r ough rh rve d i f f e r u n t d c v c s l o p r s n t a l a tclges i n

t h e i ~ c q u l s i t I o n o f n a g a t i v s l r , alone, In E n g l l r h .

Also, how cart Prucead l n y A c t l v l t i e s , Kcad l n g Read I n a s s , and

L u e r n l ng Reed l nesr b e s t IIAU latrrd s11d devu loped , (baktlrm, 1370 )

( A w c i n l y l 1383 a ) , e s p e c i a l l y rtbrouqtr the, Mothv r Tonquct o r a second "

1 ~ ~ n q u & t , s ? Also, I r , wkcat;.wib.yu can the c h l l d re r t l c tiottrar Tongue

F x p a r i e n c c ~ i bo r r f f c ~ c c i v t i l y u t l l l r u d f o r the l c o r n l r l g and tcrreching

o f a second languepu, ( A a o n i y l . 1974). (nwonlyl 1Sti2$.

Plsrhtrpo, t h r qreiitcstt i?roj01:urr1 cdntrus an t h e p a u c l t y of

p r l m e r u and s u y p l u n e n ~ a r y r e a d o r s i n t h e l oca l lnnguacrcs .

A s i g n i f I c c n t s t e p was tskun i n t h i s r e g a r d whvn The F e d e r a l

~ i o i b t r y of E d u c a t i o n , Legas I n col i ~ b a r s o l o n w l t h 'Tho A b a d l n a

Mad fd Resources' o f t h e U n l w e r s i t y o f Ibadan, Nlgarla, uryanizai l

o worushop on

'The Oeveloprnent af Supplementary Reador! In N i u s r I o n L -

Yoruba, 'do, Urhobo, E b l r a and ! g a t e f rom I 4 t o 26 Wrrch, 1 9 8 3 .

S e v e r a l a s p e c t s o f t h a p r o b l e a r were examined, For example ,

Puvcslopment of r h e C h l l d , w h l l e ( ~ r a c l 1383) made ' A Review o f

L i t e r a t u r e currently s v a l l n b l a I n N 1 : j a t l a I n Yoruba. S l m l l a r l y ,

( ~ a ~ o o a 1 3 0 3 ) a l s o nradd ' l i R a v l e w of Lltarature c u r r e n t l y available

In Hlqerla I n Edo and Urhobo, ( ~ u o n l y i 1983 b ) axaminad c r i t l c a l l y

tnr u s u o f c o l l o q u i a l and f u n c t i o n a l languages In c h i l d r e n ' s

Books by Jrawln!j c o p i o u s axarnplss F ton h l s numerous Rooks f o r

thu c h l l d t a n I n Yoruba. (i$arniblgbosa 1383 ) on tha o t h e r hand d e a l t

w l t h Yoruba o r t h o q r a p h i c p r o b l e m s I n c h l l d r c n 8 r I l t a r e t u r e , w h i l e

( ~ n ~ a y o 1 3 8 3 ) atxa~nlned t h e o r t h g r a y ! r l c p r ~ b l e m s I n Ldo a n d Urhobo Y

I n r e o p a c t o f p r o d u c f n g l i t a r e t u r s f o r c h i l d r e n . For her own p a r t ,

" ( ~ d a d e J i 1 9 3 3 ) rxamlned several problranls o f w r l t l r l g and p u b 1 l s h l n g

G u l d o l l n r s P o t wr 1 t t n g f o r ch l l d r e r , , whi l e (Fayosa: l y & j ) d i s c u s s e d

c r l w r l s fur c h i I d r a n ' s 11 t a r e c u r e . T r ~ a Isoucc of i l l u r r r e ~ l n 3

I n s p l t r o f these e f f o r t s , there 1 0 a l a c k o f beslc r e s e a r c h

on the read I ng charac ter i s f I c s and p r l s f ~ r e n c c s o f the B I q e r I a n

children, avd haw t h e i r r o a d l n g I t e b l f s can be stimulated.

One neqlactd e r a n by R o s a r r e h c r s f s the p r o b l e m r u l a t i n g

t o c h i l d r a n w i t h s p # c l a l neods - t h e q l f t a d , tha h a n d l c a p p a d , t h e

r a t o r d a d , t h e dea f ond dumb, t h u t l l n d , the omotlannlly u n s t a b l e ,

l i I ~ ~ t I a . In i P c p ~ r t o f ttlu S u r v e y o f C3pecfal E d u c n t l c n F a c t l i t l e s

l e s r n t r l g ~ i l a t r r i a l 5 f o r thcr,! . K i f e r r l n g s p b c i f l c r l l 1 y t o t i ~ u U a a f ,

It would appear t h a t r l t h t h a o p c r r l n g o f Collegas of E J u c a t i o n

spcc l a1 1s trig I n spacial s d u c a t l o n , nnd tho as taLl I s h a a n t o f t n o w

Ospar t i i~ants o f Spscirl t o u c c l t l o n It, soma o f rha U n i v e r c l t t t r s i n

R

h l g e r i a , ',yecia1 i s t r i n tila f l a l d w t 1 1 1 r r t a r ; s i f y t h s l r r e s e a r c h a s

i n t o t h e t y p e s o f h a n d l c a p p r d c h i l d r u n I n r U l g r r i a , and what s t e p s

<ro lake on how t o a c e t t h a l t n a d s . TSu v l d w s o f ( 1 1 5 8 3 )

S a m l n a r or, E a r l y Chi ldhaod ~ d ' l c e t ' l o n nald a t the Ptn!nadu Eel l o w U n i v e r s i t y , L a r i a , , N l g a r f r ( . !u ly 4 - 9 , 1383) , P r o f e s s o r E. V .

EmoYon, t n c V f c u - C n a n c ~ l l o r , U n l v ~ r s f t y o f Jns, i 4 l g t r l a p e r h a p s ,

r l g n t l y c s s a r t r d t h a t Early C h l i d i l o ~ d Education Is a t the c r o s s

road I n M l g e r l a , (EmoVon 1383) .

Hu d e c l a r e d :

"Today we f l nd q u l t a a l o t o f ~ ~ I r u n d e r r t o n d f n g abou t

E a r l y Chl Idhaod Educst Ion . Some poopla c o n c e n t r a t e on

t h e ~ t f f e r a n ~ l r b o I n a g e , whl l e o t h e r s t h i nk of f o r m a l

I n s t l t u t i o n o t education o n l y . I t I s o f t e n confused

w l t h Hard s t a r t programmes - soma o f wh ich only ala

a t g i v l n g some academic advantages over o t h r r s , And

so one asks w h a t e x a c t l y E a r l y Chi ldhood Education

r e a l l y l o . Do we maan the czducetton o f o c h l l d o f two

years, f o u r years , SIX years O r w h a t age, and I n

w h a t c u l t u r @ l t '

Golng f u r t h e r , ha opined;

"We nrsd t o c o n s i d e r how he w l l l p r o v i d e E a r l y E d u c a t i o n

which w l l l n s l p p r e p a r e a child f o r l l f e I n o modorn p.

I n d u s t r l a l t z e d world, whils p r a s e r v l n g the h e r i t a g e o f

ou r t r a d 1 r l o n a l c u l t u r e t " ,

, I f we a r e t o c l e a r t h e v a r l o u s mIsunder$ tand lngs of taechars ,

Educators , Parents , P rop r i e t s r s , Covernmentr, and the c h l l d r e n ..,. . . l . J ' . . . ' ) '

t ; h + m r ~ l v e r on t h e s i g n l f l c o n c r snd purpose o f E a r l y Childhood

Education, ttron, the r o I s and v s l u a of Research bdcooleo ewtrerrtaly

s l g n l f l c a n t . Educating v u r y ,young c h l O d r r n I s no more a t h l n g

t h a t can bo l e f t t o chancr, gurdr h b r k o r untrained peop le . I t - rc lqu l r r to and I n v o i v r s a J w p k w w l e d g e o f c h i ld development ,

Isnguaga, c h l I d p rycho logy , t r a d I t i o n a l e d u c o r l o n and a thorough

f o u n d a t i o n I n r d u c e t l o n a l t h s o r y and p r e c t l c e .

Thougn p r e - s c h o o l e d ~ c a t l o n i s l e r g o l y p r l v a t e I n A f r i c a ,

( ~ h u c h e and Otaala l 9 8 2 ) , y @ r s c r ~ o l a r s s n o u l d n o t be :,as1 t a r r t

a t c a r r y i n g o u t b a s l c rGsadrcneu the. t w i l l ~eneflt t n e young

C h l ldiiood E d u c a t l a n nas i ~ n p l lcations f o r the 1Jlgal) len S o c i e t y

o f t o d a y an3 t o i n o r r o ~ .

Re fe rences

A b i o l a , E . T. The l n t e l l i q a n t B ~ h a v l o u r o f N l q e r i s n C l r f l d r u n

I b a d a n . A f r l c a n E d u c a t l o n Press . 1 5 6 4 .

A r t s , C r a f t s arid Muolc i n H u r s e r y Schools: - Types o f work d o n e I n t h e c l a s s and m a t e r i a l s used,

w i t h p a r t i c u l a r r a f s r u n c e t o Ibadan C i t y . - Unpubl I shed P r o j e c t Rcpor t f o r t h e owrrd o f * C e r t l f f c a t r I n E d u c e t l o n , U n l v + r s l t y o f Ibadan.

" A d e d e j l , Remit P r o b l e m s of W r t t l n g and P u b l l o h l n q For C h i l d r e n .

A p a p e r p r o s a n t e d a t t h e F ~ J e r a l i i i n i s t r y o f

E J u c a t i o n Workshop on Dcva lopment of 9upp le rnen td ry

., ,. . . , Oqbomcso, and sumo Selected Schoo l s In Ibadisn.

rC-U

University o f I b a d a n , H i ~ e r l e , 1379 .

Adagbo r l oye , k . 0 . S t a L i l i t y arid .Change i n ttra S t a f f l n i ~ o f some I

P r i v a t e Schoo l s I n I L a J a n : ".*. u9

Unpubl i shad P r o j o c t h a p o r t f o r t h d akdard o f

Curt i f l c a t o i n E d u c a t l o n , Ur r l ve rs ! t y o f I b a d r n ,

1 9 7 9 ,

Adctoluwa, 0. A g l d a n y l n and Traditional O r a l L f t e r a t u r o Erlnino.

Unput l 1 shed P r o Jec t Repor t f o r the award o f

C e t t l f l c a t e i n E d u c a t i o n , U n l v e r s i t y o f Ibaden, IS77.

A d s l o d u n , R. E . A H o d e l o f Bilingual Educational S t r u c t u r e

, ~ ; i :,I ?+sr I P

U n p u b l l s h a 3 l f t g h e r 4spreu S y a c l e l P r o J c c t R e p o r t

U n l v v r s l t y o f Ibadsn, N l g r r i a . 1983.

kdtasrnya, A, Yoruba H e t s p h y s l c a l T h i n k i n g , I n Odut J o u r n e l o f

Yoruba ;;nd Rslsted S t u J l d s , 60, 5 . . 1955

Adasonyo, S . A. Law o f M a t r l n ~ o n l e l Csiscrir Ibadan, lbsdon U n t v a r -

slty P r a r s , 1 5 7 3 ,

Adar i na , A. E. Tnc T a a c h l n a o f A r t s , C r a f t s and H u s k I n t h o

h u r r a r y Schoolox Unpub l l s h o d P r o j e c t R e p o r t

f o r t h e award o f Lertf f l c a t a I n E J u c a t l o n ,

U n l v o r s i t y o f Ibadsn. 1981 . r

Adasuy l , J. 0. The P e ~ r c e p t l c n o f the Purpooa o f P t e - P r i m a r t

E J u c a t l o n b y ? a r e n c s i n Gndo S t a t & , Unpub l l shad

T h d s l s f ~ r t h 6 a w a r d a f d . E d . Degrua , U n f v a r s l t y

o f i l a d a n , 1380.

Adrwuml, J.0. Admission Policies of Four P rs -Sc l j oo l s I n Lsegos

and 4 Pre -Schoc l s i n Ibodan. Unpubl l shed T h a s l s

f o r t h e award of D.Ed. Degrse, U n l v r r s l t y o f I b d a n , * w , . , + " . . , a .

H i g e t l a , 1979,

Algboegb lan , F.O. The Prob lem of S t s f P f n g P r l v a t e tdurstnry Schools

I n 8 e n l n . C i t y t A Case Study Selected P r l v e t e

N u r s e r y Schools. I n 6 s n i n C l tr. Unpubl tshsd

Ther l r for " r h 'rwmrd o f B.Cd. Uagroe, U n l v e r s l t y

Guide1 f ncs f o r f o r Cht l d r e n ,

P r r ~ ~ ~ n t e d a t t h e F a d o r a l M l n l s t r y o f Education 3 s

I n N l q s r l a n languages , 1 4 - 2 6 t h Harch, 1983

A J a y 1 , k . A . P l a y Grcup I n Rura l Area . U n p u h l I s h r d Y r a J e c t

R a p o r t f a r t h u award a f C o r t i f i c s t e I n E d u c a t i o n ,

Akai iara , A . A . 111% L f f a c t s o f E n v t ronrrtcsnt on the E d u c a t i o n

o f t h b C h l l d : The N I L ; e r i a n C a a e . A paper

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4 - 9 July, 1 4 8 3 ,

A S t u d y o f t h e Per formencs o f E l e m a n t a r y

S c t ~ o ~ l C t t l l d t u n in W&srsrn S t a r e o f N l g c r i a on

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p r s s e n t a d a t the 4 9 t h Annual Hosting of

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L l n ~ u i s t l c Docurnantat lon for Dcv~lopi-ng Countrlest

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Cultural Roots o f t h s C h l l d d . moral and

Intellectual G r o w t h In Afrlca. A Peper I )

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E a r l y C h i ldhocld Education, Ahmrdu Bel l a

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The Devr iopaent o f Tlms Concopt I n Afrlcan

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EOuczt lon . U n l v o r s ! t y College, Ibadan, Nigeria, 4 , , . . Tf. ,I. , .!> '

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