Education: Challenges Facing Early Childhood Education In Nigeria

In spite the growing significance of Early Childhood Education (ECE) in the World, number of challenges had been affecting its full implementation. I read a very important article about this problem from Writers Bureau Centre (WBC) about this matter written in 2008, I will point out some areas from the article and add with what I have in my mind. 

Some of these challenges include:-

1. Socio-Economic Status: In developing countries like Nigeria, the people socio-economic is inferior, people can’t have enough money to buy food, shelter and clothes talkless of taking children to schools, especially the early childhood education. Malnutrition and lack of health facilities are most examples problems associated with this problem. These challenges can damage the cognitive processing ability of children. Children whose processing capability is impacted by malnutrition and ill-health might require hours of instructions to learn various skills. As such, implementation of early childhood education may prove critical especially law income countries (Van de Linde, 2005). 

 Moreover, in Nigeria, people produced children above their financial abilities     especially in rural communities and these children were sent to urban places in the name of seeking Islamic knowledge without cover-up their needs and finally ended as beggars. That’s we have a lot of beggars in the country especially in the northern part of the country. People with this problem will never think of early childhood education of their children rather than thinking what to eat by themselves and the children. 

2. Lack or inadequate teaching and learning resources: In some remote areas of the country are lacking early childhood centres to take their children in the urban where they have, were lacking essential facilities to teach and carry out their duties. What they lacked include lack of properly ventilated classrooms, furniture, kitchen, clean water, play ground, toilets, toys and other play materials. Some teachers teaching in some those centres are not qualified, this will be difficult for them to effectively implement early childhood education curriculum. This affects the implementation of ECE curriculum negatively as creation of a sustainable learning environment helps deprived children to improve them academic performance (Offenheifer and Holcombe, 2003). 

3. Higher Teacher – Child ratio: The teacher and child ratio in some ECE centres in Nigeria a terrible, these Centres requiring the ratio to be one teacher per thirty or thirty-five (30/35) students, but unfortunately you can find a class of one teacher with sixty to seventy (60 – 70) pupils. This is the reason why these teachers could not teach effectively and the atmosphere will not be conducive. Research shows that teacher child ratio has continued to grow on average, teacher child ration for both 3 – 5 years old children and 6 – 8 years old remain critical. Teachers are not comfortable with the increasing number of children in the classes they handle (Dodge and Colker, 1992). 

4. Poor remunerations: With this terrible ratio in the classes, teachers were not paying well or poorly remunerated. If you poorly paid teacher, the teacher would not have attention to teach effectively, the pupils will never learn vast. 

5. Lack of motivation: teachers were not motivated that's why they don't care about the pupils in the school, but if teachers are to be motivated by giving them bonuses, low rented houses, vehicle loans and rural posting allowances which will attract many of them to be deployed in villages to avoid congesting urban areas.


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