Challenges of Early Childhood Care Education in Sustaining Girl-Child Development in Nigeria

Felicia Ngozi .C. Amadi


This study was informed by the age-long abandonment of the girl child and denial of her rights and rightful place in the education and overall development of the human race. Evidence has it that the female children are not given equal opportunities for self development and self realization right from inception of life. The Early childhood care Education (ECCE) as constitution in the Nigeria system is perceived as potent instrument that can be used to redress some of the misgivings. The ECCE programme in Nigeria was designed on a sound philosophy as its purpose and role in training of qualified preschool teachers were clearly highlighted. The study made a comprehensive review of the rationale for ECCE constitution and the state of its implementation which as it were, has been disproportionately under the control of less qualified personnel. The challenges of ECCE were identified to include: poor and inconsistent standards across schools, unstimulating learning environments, preponderance of unqualified teachers and care-givers, high cost of education and exploitative and profiteering tendencies on the part of proprietors of ECCE schools/centers. Among the recommended strategies for improving the situation and for giving the girl-child ample opportunity to harness the intended benefits of ECCE included the following; full government control and regulation of establishment and running of ECCE schools/centers; training and retraining of preschool teachers and care-givers through workshops, seminars and conferences, extension of government grants/subventions to privately-owned ECCE schools; establishment of ECCE model schools in rural communities, provision of instructional facilities to ECCE school properties to highly subsidized rates and regular and close monitoring to ensure set standards and conditions are sustained.

DOI: 10.5901/mjss.2013.v4n5p151

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Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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