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PHILOSOPHY OF PRE-PRIMARY AND PRIMARY SCHOOL EDUCATION

PHILOSOPHY OF PRE-PRIMARY AND PRIMARY SCHOOL EDUCATION

 

Abstract

This research focused on the philosophy of pre-primary and primary school education. The study’s objectives were as follows: To investigate the extent to which pre-primary and primary schools receive government support in order to achieve the policy statement on pre-primary education, to investigate whether pre-primary and primary schools are adequately supplied with instructional that can aid in the achievement of policy objectives, and to investigate the relationship between pre-primary and primary school.

The study emphasized that if preprimary education is to serve its purposes as stated in the National Policy of Education in Nigeria, including ensuring that children have an effective smooth transition from home to school and preparing children for the primary level of education, it must be well supervised, staffed, equipped, financed, and coordinated. This policy necessitates political will, determination, transparency, accountability, and tenacity, as well as a close interface between policy formulation and .

 

chapter One

 

Introduction

 

1.1The Study’s Background

 

Early childhood education is primarily a postcolonial phenomenon. The kindergarten and infant es, which consisted of groups of children considered not yet ready for primary education, were resemblances of it during the colonial era. Because school grouping for instruction was not age-based at the time, some children as old as six could be found in some of the infant es.

With the elimination of infant es, some parents saw the need for nursery schools. The need has grown as a result of an increase in the number of working- mothers, as well as changes in the economic life that require women to work in order to improve and support their families. Also, the level of parental education awareness led most parents to recognize the need for pre-school es, where their children could receive preparatory lessons before entering school.

Learning at home begins at birth and continues under the supervision of the family until the child is ready to enter the formal educational system. Pre-primary education, also known as , is the first stage of formal schooling. According to Aguokogbuo (2008), pre-primary education is the education of children aged three to four years. Its main goal is simply to train the child to enjoy school.

As a result, program components include plays, oral language development, arts, and . According to UNESCO (2006), and pre-primary education have a significant impact on children’s subsequent performance in education programs.

They lay the groundwork for literacy and numeracy skills. They significantly reduce dropout and repetition rates, and if well managed, they create a child’s proclivity to learn and attend school. The preceding assertion is supported by Akinpelu (2005), who claims that the primary goal of pre-primary education is the holistic development of the child.

This is especially important in developing countries like ours, where many parents are unable to provide the stimulating environment required for the child’s holistic development due to social and economic constraints. The ideal pre-primary school establishment should therefore take care of not only the intellectual aspect of the child’s development, but also the health, nutrition, social, emotional, and physical aspects of the child in a child-friendly environment. By doing so, the child would have been exposed to and adequately prepared for the next level of education after pre-primary.

 

However, depending on government policies and strategies, such holistic development could be enhanced or harmed. The National Policy on Education (1976, 1981, and 1998) is a ument designed to guide the Nigerian educational system from pre-primary to secondary, technical, and tertiary levels.

The ument outlines the following national objectives: a free and democratic society; a just and egalitarian society; a united, strong, and self-sufficient nation; a great and dynamic economy; and a land of bright and full opportunities for all citizens. These national goals inspired the Pre-Primary Education objectives.

The policy also stated that the quality of instruction at all levels must be oriented toward instilling the values of: respect for the dignity and worth of the individual, faith in man’s ability to make rational decisions, moral and spiritual values in inter-personal and human relations, shared responsibility for the common good of society, respect for the dignity of labor, promotion of all children’s emotional, physical, and psychological health, and acquisitio (FGN,2004, p 11).

 

blem identification

 

Pre-primary and primary education are widely acknowledged to have a significant impact on children’s subsequent performance in education programs. They lay the groundwork for acquiring literacy and numeracy skills, they significantly reduce drop out and repetition rates, and, if well managed, they generate a child’s proclivity to learn and attend school.

This means that all countries around the world should not only increase access to , but also ensure that the quality of services provided at various pre-primary education centers promotes children’s overall development. Based on this knowledge, the researcher wishes to look into the of Pre-Primary and Primary School Education.

 

The study’s objective

 

The study’s objectives are as follows:

 

To investigate the extent to which pre-primary and primary schools receive government assistance in order to achieve the policy statement on pre-primary education.

To determine whether pre-primary and primary schools have adequate instructional to aid in the achievement of policy objectives.

to discover the connection between pre-primary and primary school

 

Question for investigation

 

What is the extent to which pre-primary and primary schools are receiving government support in order to achieve the Pre-primary Education Policy ?

Are adequate instructional for pre-primary and primary schools provided to aid in the achievement of policy objectives?

Is there a connection between preschool and primary school?

Hypotheses for research

 

The researcher developed the following research hypotheses in order to successfully complete the study:

 

H0: There is no government support for pre-primary and primary schools in order to achieve the policy statement on pre-primary education.

 

H1: There is some government support for pre-primary and primary schools in order to achieve the policy statement on pre-primary education.

 

H02: Pre-primary and primary schools do not have enough instructional to help them achieve the policy objectives.

 

H2: Pre-primary and primary schools have adequate instructional to help them achieve the policy objectives.

 

H03: There is no connection between primary and secondary school.

 

H3: A connection exists between pre-primary and primary school.

 

The study’s importance

 

The study will be extremely useful to students, the Ministry of Education, parents, and policymakers. The research will provide a clear understanding of the of Pre-Primary and Primary School Education. The study will also include a list of measures that the government will take to ensure that the objectives of pre-primary education are met. The study will also serve as a resource for other researchers who will be working on a similar topic.

 

The study’s scope

 

The study’s scope includes of Pre-Primary and Primary School Education. The study is limited to a few selected nursery and primary schools in the plateau state’s Bassa local government area.

 

The study’s limitations

 

The researcher encounters some constraints that limit the scope of the study, which are as follows:

 

The researcher’s research material is insufficient, limiting the scope of the study.

 

The study’s time frame does not allow for broader coverage because the researcher must balance other academic activities and examinations with the study.

 

Inadequate funding tends to impede the researcher’s efficiency in locating relevant , literature, or information, as well as in the data collection process (internet, questionnaire and interview).

 

definitions

 

, as an academic discipline, is the study of the fundamental nature of knowledge, reality, and existence.

 

Pre-primary and primary education: Education typically designed for children aged three to the start of primary school. Children are also introduced to alphabetical and mathematical concepts, and they are encouraged to explore their surroundings.

 

 

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PHILOSOPHY OF PRE-PRIMARY AND PRIMARY SCHOOL EDUCATION

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