Scholarly Journal of Vol. 4(1), pp. 6-12, February 2015 Available online at http:// www.scholarly-journals.com/SJE ISSN 2315-6155 © 2015 Scholarly-Journals

Full Length Research Paper

One Hundred years of Education in : Early childhood care and development Education in the Colonial and Post-Colonial periods

Amakievi Okien Ijeoma Gabriel

Institute of foundation studies Rivers state of and , Nkpolu Oroworukwo, P.M.B. 5080, Port Harcourt. Email: [email protected].

Abstract 16 February, 2015

Early childhood care development and education is a universal phenomenon that is practiced globally. In modern times it has become a part of the formal education system of some countries such as the United States and Finland. There are many other countries that provide it but have not integrated it into the formal educational system such as Australia, New Zealand, China, France, Germany, and so on. This study examined the development of Early Childhood Care Development and Education (ECCDE) in Nigeria in the past one hundred years, 1914 to 2014. Data for the study were generated from primary and secondary sources and they were quite revealing. ECCDE delivery has been controlled by non-governmental organizations and private individuals since 1914 in Nigeria. Faith based non-governmental organizations dominated in this area during the colonial period but private individuals have a formidable presence since the post-colonial period. made unsuccessful attempts at establishing and sustaining ECCDE centres but has continued to play a regulatory role. However, there is no uniformity in the , quality of teachers, equipment, facilities, teacher/pupil ratio, fees and activities among these ECCDE providers. Government is not committed to funding them in any form. The demand for ECCDE is high particularly in the urban and semi=-urban centres even though it is not yet a part of the formal system. There is a strong and widespread awareness of the need for ECCDE among Nigerians within these one hundred years.

Key words: Early childhood, Education, Colonial and Post-Colonial.

INTRODUCTION

Early Childhood Care and Development Education while in 1828 the countess Theresa Brunszvik founded (ECCDE) in Nigeria predates the colonial and post- one in Hungary. Johann Heinrich Pestalozzi in colonial periods when we reckon with the traditional Switzerland, his pupil Friedrich Froebel in Germany and ECCDE practices among all human groups before the Maria Montessori in Italy were among those whose ideas introduction of the formal type in the nineteenth century. and practices also influenced the development of ECCDE is a universal phenomenon in all human ECCDE. Friedrich Froebel’s Play and Activity Institute for societies and signifies the need to give special care for young children which was established in 1837 was the development of children from birth and throughout renamed the (German word for Garden) the early formative years of their development. Members that is, garden for children in 1840. From then, many of the family, women in particular and siblings had the such were named . responsibility of providing ECCDE from birth to six years From Germany, one of the teachers who Froebel of their development. trained established the first “England Infant Garden” Formal pre-school (ECCDE) education originated from Hampstead, England in 1851. In 1856 it spread to Water the ideas and practices of Robert Owen who established Town, Wisconsin, United States by Margarethe Meyer an infant school in New Lanark, Scotland in 1816. Schurz who established the first kindergarten. In 1859 Samuel Wilderspin established one in London in 1819 Elizabeth Peabody established the first English speaking Amakievi 7

kindergarten in Boston, Massachusetts, United States (Fafunwa, 1974; Taiwo, 1980 and Igwe, 1987). The ages (New World Encyclopedia, n.d). of children in these infant classes varied from six to ECCDE is practiced globally but it is worrisome that fourteen years. Children had to place their hands across the Christian Missions did not establish it in Nigeria and their heads to touch their ears before they qualified for that the colonial government did not include it in the admission (Gabriel, 2014) educational system. Their interest in developing primary Administrative changes that took place as well as new education and much later secondary schools re-affirms Education Codes that were enacted did not positively their exploitative disposition to produce low level influence the establishment of ECCDE schools and they manpower that would facilitate their economic include the following: exploitation of Nigeria. However, this paper discusses the development of formal ECCDE in Nigeria since - 1903 establishment of an Education Department for the 1914. Specifically, the following would be considered: Protectorate of Southern Nigeria. - 1903 Education Code for the Protectorate of Southern - How and why did this formal ECCDE develop? Nigeria - What has been the practice in ECCDE delivery during - 1906 amalgamation of the Colony and Protectorate of the period under study, 1914 to 2014? with the Protectorate of Southern Nigeria - What forces have also influenced the provision of - 1908 Education Code for the whole of Southern Nigeria ECCDE since 1914? - 1914 amalgamation of the colony and Protectorate of - What is the future of ECCDE? Northern Nigeria and the existence of their two hitherto separate departments of Education The Development of Formal ECCDE: The Colonial - 1916Education Code Period - 1925 Memorandum on Education - 1926 Education Code The care and education of children from birth to six - 1930 Memorandum and the restructuring of elementary years (in Nigeria) before they commence further school education to six years of primary school classes education in primary schools is referred to as ECCDE. It and the elimination of the three infant classes that caters for a child’s social, physical, emotional and reduced elementary school education from eight years to intellectual development and education. Formal ECCDE six years. is provided in educational institutions such as the - 1945 United African Company (UAC) established crèche, nursery and kindergarten with structured nursery school at Alinso OKanu (Ogba/Egbema/Ndoni curriculum, specially trained teachers, facilities and Local Government Area, Rivers State) then a part of equipment for each of the three groups. The crèche Southern Nigeria for children of its staff (Gabriel, 2012). caters for children from six months to two years but in Though a remarkable achievement in ECCDE principle, it is from birth to two years. The nursery is for development in a remote rural community the children children between the ages of two and four years while were of mixed ages with many of them above six years the kindergarten is for children who are five years old of age. and are ready to transit to primary schools at age six. - The 1948 Education Ordinance, the first education Apart from many specific advantages of ECCDE Ibiam legislation that covered the whole country. (2011) noted that UNESCO in 2009 broadly stated that - The introduction of the Universal this early form of education gives young children (UPE) in Western and Eastern Nigeria in 1955 and 1957 adequate conditions to survive, develop and learn to respectively. enhance their chances to become successful at school and to be adults well prepared for life. The third schedule of the Eastern Education Law Formal western type of education in Nigeria started in of 1956 provided for nursery education which now 1842 by Christian Missions (Fafunwa, 1974 and Taiwo, became a part of the education system. It stated that 1980) and was provided for the children and adult nursery classes refer to classes held at a nursery school converts. Unfortunately, ECCDE did not commence and for children of two years (Eastern Region Gazette, was not encouraged by the Christian Missions or private 1956). Infant classes now became part of primary individuals who established schools in any part of schools for children of five plus and six years. Nigeria. However, literature on the of education Children were to be taught good physical habits and to reflects the existence of infant classes/schools because be socially co-operative. The curriculum included games, the 1887 Ordinance (a purely Nigerian Education stories, simple handiwork, painting and such activities Ordinance enacted as a result of the separation of Lagos suitable to the age of the children (Eastern Region and its hinterland from Gold Coast in 1886) provided Gazette, 1956). This law did not provide for teachers grants for infant classes one to three which were part of who were specially trained for children in nursery the re-organized elementary education classes. Others schools. Who then were teachers in the nursery schools were two junior and four senior primary classes in Eastern Nigeria? Where were they trained and who 1 Scholarly J. Educ., 8

certified them? Again, it is worthy to note that Corona 1. encourage private efforts in the provision of pre- Women Society (CWS) established the Corona School, primary education; Ikoyi Day Nursery in 1955 in present day . 2. provide Teacher Training Institutions for C.W.S. is a non- governmental women organization that teachers who wanted to specialize in pre-primary comprised of British, Irish and Nigerian women who education worked on voluntary basis to blaize the trail in the 3. ensure that the medium of instruction will be provision of ECCDE (Gabriel, 2011). principally the mother tongue or the language of the There was a huge neglect of ECCDE development in immediate community; and to this end will (a) develop Nigeria during the colonial era. Attempts were not made the orthography for many more Nigerian languages to legislate it or develop its curriculum and train teachers and (b) produce textbooks in Nigerian languages; for this level of education. Negligible efforts made by 4. ensure that the main method of teaching in the pre- non-governmental organizations were not harnessed primary institution will be through play and that the and monitored by government. curriculum of Teacher Training Colleges is appropriately oriented to achieve this; ECCDE Development in Post- 5. regulate and control the operation of pre-primary education as well as ensure that the staff of pre- Non-governmental organizations and private individuals primary institutions are adequately trained and that have been largely responsible for the development of essential equipment is provided; ECCDE since independence in Nigeria. In the first 6. Review and enforce the educational laws which decade of independence government did not recognize relate to the establishment of nursery schools to make ECCDE and it was not a part of the education system. sure that they are well-run and that pre-primary ECCDE schools were mainly established in the urban teachers are qualified and other academic centres. For example, the Young Women’s Christian provided. Ministries of Education will Association (YWCA) a non-governmental organization make regular inspections to ensure maintenance of established the first well known nursery school along high standards (Federal Republic of Nigeria, 1977). Bernard Carr Street, Port Harcourt, Rivers State in 1961 (Gabriel 2011). Chief (Mrs) Gladys Aduke Vaughan on Government responsibility was mainly regulatory while 1st October, 1962 and Mrs Helen Aina Eso in 1966 ECCDE provision remained solely the responsibility of respectively established ECCDE schools at Ibadan non-governmental organizations and private individuals. (Babatunde and Babatunde, 2009). In fact Article 2, Section 1 of the Philosophy of Nigerian The National Policy on Education (NPE) 1977 that Education, in the NPE 1977 strongly re-affirmed restructured the education system in Nigeria and its government’s non-commitment to the provision of curriculum was the first government document/law that ECCDE when it stated that equal educational recognized ECCDE which it referred to as pre-primary opportunities for all citizens of the nation would be education for children between the ages of three and five provided at the primary, secondary and tertiary levels plus, prior to their commencement of primary school both inside and outside the formal school system. education. Thus, the purpose of education at this level ECCDE was elitist from the 1970s to the 1990s was to: existing mainly in urban centres. The nation’s economic downturn from 1977 and the Structural Adjustment a) Effect a smooth transition from home to the school; Programme (SAP) of the 1980s caused large scale b) Prepare the child for the primary level of education; among a majority of the citizens. Many people c) Provide adequate care and supervision for the were retrenched from their offices or lost their jobs and children while their parents are at work (on farms, in could not afford exorbitant fees in these schools. The the markets, offices etc); spate of establishment of ECCDE schools also reduced. d) Inculcate social norms; Fortunately, the Federal Government through the Nigeria e) Inculcate in the child the spirit of enquiry and creativity and Development Council through the exploration of nature and the local (NERDC) in the late 1980s expanded the scope of environment, playing with toys, artistic and musical ECCDE to include children from birth to two years rather activities, etc; than the NPE 1977 restrictive three to five years. f) Teaching co-operation and team spirit; In 1987 precisely, an Early Child Care Development g) Teaching the rudiments of numbers, letters, colours, and Education (ECCDE) unit was established in NERDC shapes, forms etc through play; and and five pilot Early Child Care (ECC) centres/facilities h) Teaching good habits, especially good health habits were established in this first phase, 1987 to 1990 at the (Federal Republic of Nigeria, 1977). following places: Oyo in Oyo State, Owo in Ondo State, Ogun in Osun Government therefore undertook the following State, Yamaltu/Deba in Bauchi State and Calabar responsibilities to: Municipality in Cross River State (Maduewesi, 2005b). 2 Amakievi 9

The second phase was from 1991 to 1995 during which for children who are five years old. However, this has not ten centres were established in ten states. By the end of commenced and is not backed by any legislation and not 1995 there were 1,272 ECC facilities with an enrolment yet sure to be enforced. It therefore implies that the of 145,469 children. By 1999 the facilities had increased private sector would perpetually be responsible for to 7,379 with 400,000 children enrolled (Maduewesi, ECCDE provision. 2006b). This spate of ECC facilities establishment created access to ECCDE for many children, particularly School fees those in the rural communities. The establishment of ECC facilities was influenced by The issue of high fees for ECCDE is a big challenge to the global concern for ECCDE and the 1986 accord parents in the middle and low socio-economic status. between the Federal Government of Nigeria and the The fees range provides parents with options and is as United Nations International Children’s Fund (UNICEF) follows: in collaboration with Bernard Van Leer Foundation of the Netherlands (Maduewesi, 2005a). These ECC centres a) N500,000.00 - N1,500.00 per year became part of the ECCDE programme of NERDC and b) N200,00.00 - N450,000.00 per year were very significant for the following reasons: c) N70,000.00 - N150,000.00 per term d) N35,000.00 - N65,000.00 per term - Access for children of parents in the low socio- e) N10,000.00 - N30,000.00 per term economic status was provided. f) N1,500.00 - N10,000.00 per term - Access to low-cost but good quality ECCDE in rural (Gabriel, 2010) communities was provided. - ECCDE provision became community based because The high fee-paying schools have modern learning each community where the schools were located was facilities, qualified staff, better curriculum delivery and made to participate in the establishment and conducive learning environment and are in major cities administration of the facilities. such as , Lagos and Port Harcourt. However, there - The intersectoral approach involving UNICEF and is a preponderance of unapproved schools in urban Bernard Van Leer Foundation in ECCDE provision made slums and rural communities. UNICEF to supervise the facilities while curriculum and Urban and semi-urban towns have various categories other materials for the programme was undertaken by of ECCDE schools that feature c to e fee paying Bernard Van Leer Foundation. classification. - NERDC produced an ECCDE curriculum, guidelines for The spate of establishment of ECCDE schools ECC Centres/Resource training centres, Reader for pre- continued to increase despite all forms of hardship schoolers, training manuals for child educators and care experienced by parents and guardians and the burden of givers and child assessment instrument. fees. For example, in 1984 there were 414 government registered ECCDE schools. They increased to 900 in The 1990 World Declaration of Education For All (EFA) 1986 and to over 12,000 by 1996 (UNESCO, 2000). By at Jomtien, Thailand conceived ECCDE as a the beginning of the twenty first century the number of fundamental right for every human being throughout the schools further increased as evidence from states input world. it recognized that learning begins at birth and reflect: Nigeria as a participant at that conference was influenced to enforce ECCDE. It was not surprising - Ondo State had 223 schools as at 2007 therefore that ECCDE became a component part of - Bayelsa State had 92 schools as at 2010 Nigeria’s Universal Basic Education programme that was - Rivers State had 1,298 schools as at 2013 launched in 1999. Thus, the Universal Basic Education - Ibadan Metropolis had 1,979 schools in 2008 against (UBE) Act of 2004 and the reviewed NPE of 2004 duly 1,188 in 2000 (Gabriel 2010). recognized ECCDE as a part of the education system. In fact the NPE 2004 provided for the inclusion of Teachers ECCDE classes in all existing primary schools in Nigeria. Although only few states such as Ondo, Akwa Ibom, Teachers largely influence the quality of learning and Lagos, Ogun, Rivers (for a very short period) performance of pupils/ at any level of education implemented this directive, it was indeed a remarkable as such they must be well trained and qualified to development in ECCDE delivery. function in the schools. Few tertiary institutions had full- Government intervention in the provision of ECCDE fledged departments or units for pre-service preparation dwindled since the mid decade of the twenty first century of ECCDE teachers, such as, of Ibadan, due to non-implementation of the ECCDE as provided in Lagos, Nigeria and Ife (now Obafemi Awolowo the 2004 UBE and NPE 2004. At present, the Federal University) in the 1970s. Some more universities in the Government is willing to provide only one year ECCDE 1990s and the twenty-first century include Lagos State 3 Scholarly J. Educ., 10

University, Lagos State; Delta State University Abraka; objectives of developing individuals physically for motor Ebonyi State University, Abakaliki; University of Uyo, activities, dexterity and posture; psychologically for self- Uyo in Akwa Ibom State; Adekunle Ajasin University, image and self identity; formation of personality and Akungba; Olabisi Onabanjo University, Ago-Iwoye; Tai social interaction; and intellectually to stimulate creativity Solarin University of Education, Ijebu Ode in Ogun State through the exploration of nature, the environment, art, (Gabriel, 2014) Ambassador Ignatius Ajuru University of music and playing with toys etc. Education, Port Harcourt, Rivers State; Adeyemi College For the Crèche/Day Care Centres, Children from 6 of Education Ondo, Ondo State; offer pre-service months to 2 years are trained to acquire good toilet and ECCDE programme. All Federal Colleges of Education other habits. They are made to play a lot with toys. The have been mandated to commence pre-service play group caters for children between 2 and 3 years of preparation of teachers for ECCDE since the 2012/2013 age. They are taught cognitive skills such as reading of session. This expansion would increase access but the alphabets, simple rhymes, poems, sentences, numeracy issue of resources and availability of already trained and and good social interaction with others. The nursery for qualified staff who are specialists on ECCDE to train the children between 3 and 4 years is very widespread in new students is a challenge. It is often the case that Nigeria. Here the children continue to learn longer adhoc and panic measures are often adopted to poems, more difficult rhymes, more alphabets, shapes implement certain challenging programmes on education and colours of objects, more complex and longer stories, in Nigeria. use of lego blocks for creativity handiwork, reading, There are various programmes for pre-service and in- games, etc for more social interaction, and more service ECCDE such as: complex expressions. Kindergarten is for children of 5 years and plus and - Three/four years full-time Bachelor of Education in the they learn all the alphabets (letters), numbers, shapes, university for students with Nigeria Certificate in colours. They are involved in more activities that give Education (NCE) and Senior School Certificate as leverage for friendliness and helpfulness with peers, minimum requirements. minders and teachers; more complex problem solving - Certificate and Associate Certificate programmes for in- activities through individual and group activities, use of service training of teachers Grade I and II Certificate puzzles and lego objects. They learn respect for the holders (in the 1980s) rights of other children over their property and contribute - Other organized courses provided by British Council, to issues being discussed. For effective sensory motor Froebel or Montessori trained proprietresses of private co-ordination, they are made to engage in more complex schools. motor activities such as jumping, running, swimming etc. - Three years full-time pre-service training in Colleges of They engage in the use of more words and expressions Education for the Nigeria Certificate in Education (NCE); in many languages and in drama, poetry recitation, etc. and Diploma in-service ECCDE course by the National The 1981 NERDC curriculum for ECCDE had themes Teachers’ Institute in 2005. in creative arts, social studies, physical and , language and communication skills, Many teachers in ECCDE schools did not specialize for mathematical skills and basic science and it was used teaching at this level particularly from the 1970s to the for 20 years (till 2001) without a review (Maduewesi, 1990s. Indeed it is sad to note that in 2009, the actual 2005c). number of ECCDE teachers was 80,922 with a short fall In 1994 NERDC with the assistance of UNICEF of 969,078 (Oduolowu, 2010). Teaching at this level of produced a non-conventional ECCDE curriculum with a education is less attractive than at the primary and multi-sectoral approach and linkage. It was reviewed in levels. Again, there is a high level of 2000 but the outcome was not produced and circulated disinterest in the study of education courses, (particularly to schools. However the reviewed curriculum this level) in the tertiary institutions. ECCDE teachers are incorporated issues such as HIV/AIDS, Peace and Child mostly women and more women have established such rights education based on gender sensitivity, health and schools in the country. This phenomenon can be party safety measures, harmful practices, food and nutrition explained by the biological essentialism lens of gender among others. This was an integrated approach which analysis that argues that women are everywhere more incorporated programmes in health, nutrition, water and psychologically predisposed to care for infants and environmental sanitation, psychological care, child children than men are (Bem, 1993). Teachers in semi- protection and their rights (Ibiam, 2010). Here, the rural and rural ECCDE schools where fees are not high Ministries of health, Water Resources, Environment, are not well paid. Education and UNICEF were involved. In Nigeria in the period under study, there is a lack of Curriculum uniformity in the curriculum adopted for ECCDE, proprietors make use of privately and/or foreign ECCDE curriculum emanated from the goals and curriculum in their schools while some use that of the 4 Amakievi 11

Federal Ministry of Education under the auspices of experienced the following challenges throughout the NERDC. colonial and post-colonial periods:

Funding a). Non-adopting of a uniform curriculum, adequate quality and number of trained teachers and minders in ECCDE programme has not benefited from any the schools. government funding for establishment of classrooms, b) . Inability to develop a data base of all ECCDE centres equipment, payment of teachers salaries since the as well as generate data for research, colonial period. Even when some missions schools c). Non-adherence to specifications for the operation of received grants for infant classes, they were not classes ECCDE in terms of pupil/teacher ratio, facilities such for the age group of persons who were expected to be in as Information Technology Communication (ICT) ECCDE programme. The 1977 NPE that was revised in gadgets, space for various physical activities, science 1981 and 1998 did not also commit government at any corner, lego blocks and many other equipment as level to funding ECCDE because the establishment of provided in the NPE and States manuals for the such schools was solely the responsibility of the private establishment of ECCDE centres. sector. Thus, government funding of ECCDE from 1977 d) . Non implementation of the 2004 NPE and 2004 UBE to 2003 was indirect and only for assisting pre-service Act for provision of ECCDE classes in all existing training of teachers in Federal and State owned Teacher primary schools in Nigeria and funding with 5 percent Training institutions. The other way was through funding of the UBE consolidated funds. of NERDC for curriculum development. e) . No legal backing/legislation to enforce the provision The 2004 revised NPE involved government in the of ECCDE as well as making it compulsory provision of ECCDE for children between the ages of f). No clear statement by government on the funding of three and five years and thereby committed government ECCDE in Nigeria to direct funding for construction of classrooms, provision of furniture and equipment and payment of teachers salaries. It would be recalled that this project CONCLUSION was unsuccessful and that discontinued government funding by 2005. Similarly, the 2004 UBE Act provided 5 There was no government recognition or input in the percent consolidated funds for ECCDE established in development of ECCDE all through the colonial period existing primary schools but by 2006 this programme except for the provision of nursery schools in the Eastern discontinued. Every State did not implement this Region’s Education Law of 1956 due to some form of programme therefore did ECCDE benefit from this fund? regional autonomy in educational development. This What happened to the fund as this programme was leverage was gained as a result of the establishment of discontinued? It was not surprising that by 2010 it was in Nigeria by the Sir Arthur Richards Constitution estimated that 30 percent of the National Budget would of 1947 and strengthened by Macpherson’s Constitution be spent on ECCDE but this was not implemented of 1951. Despite this recognition there was no evidence (UNESCO, 2007). Again, by 2015, 70 percent of primary of the establishment of ECCDE schools by the Eastern school children would have had one year ECCDE Region’s government. There was also no categorical (Kindergarten education) but this did not commence statement inviting private individuals and non- since 2012 when it was conceived in principle and has governmental organizations to provide ECCDE. It was a not commenced in 2014 to justify funding by government mere recognition that there should be that level of (UNESCO, 2007). UNICEF and Bernard Van Lear education even though it was not integrated into the Foundation (BVLF) have also contributed to funding the system. production of ECCDE curriculum, modules and manuals. Non-governmental organizations and private Assistance from Corporate Organizations through their individuals (particularly women) dominate in the corporate social responsibility have been a source of provision of ECCDE in the country. Given the challenges indirect funding of ECCDE. For example, Zain Nigeria in this level of education there should be a synergy donated lap and desk top computers to several among these providers to ensure quality assurance in all nursery/primary schools in Lagos State in 2010. First aspects of ECCDE operations. Again, both Federal and Bank of Nigeria Plc in 2009 donated the sum of 20 State should enforce and intensify general million naira to St. Anne’s nursery/primary schools, oversight and monitoring of ECCDE thereby ensuring Kakuri Kaduna State during its 50 th anniversary that the minimum standards and guidelines for their celebrations on 8 th May 2009 (Gabriel, 2013). operations are implemented. Government changing policies and lack of political will Challenges to enforce the implementation of 2004 NPE and UBE Act of 2004 negatively affected the development of ECCDE One hundred years of ECCDE practice in Nigeria have especially the gains made by NERDC from the late 5 Scholarly J. Educ., 12

1980s to the mid 1990s. It would therefore be necessary Gabriel, C.W. (2014). Oral Interview held on 6/11/14. Age of to fund non-governmental organizations that provide interviewee 85 years. An experienced retired Grade I Headmistress who taught in Christian Missions and Public Schools. tuition free ECCDE and give some form of subvention to Ibiam, J.U. (2010). ECCDE: Education the Foundation for Human ECCDE schools that charge moderate fees. Development – The Kindergarten Perspective. A paper presented at ECCDE is essential for human development and the Second National Conference on Kindergarten Education should not be neglected as has been the case since organized by Empowerment Support Initiative (ESI) at the Atlantic Hall, Hotel Presidential, 26 th to 28 th October, 2011. 1914. It is a critical foundation for personality Igwe, S.O. (1987). Education in Eastern Nigeria, 1847-1975, development especially the acquisition of social skills Development and Management: Church, State and Community. that are very much needed for team work, co-operation London: Evans Brohers Limited. and conflict prevention. Maduewesi, E.J. (2005a). Early Childhood Care in Nigeria. In Maduewesi, E.J. (2005) Benchmarks and Global Trends in Great political will is needed to give ECCDE its Education. City, Sylva Influence Enterprises. required status, fund it and attain good quality for human Maduewesi, E.J. (2005b). Enhancing Childhood Development in foundation. There is a high demand for ECCDE in the Nigeria through Education and Participation Rights in Maduewesi, country as such there is hope for its continuity but more E.J. (2005) Benchmarks and Global Trends in Education. Enugu City, Sylva Influence Enterprises. government involvement rather than mere regulatory Maduewesi, E.J. (2005c). implementing Early Childhood Education function/role is needed. Curriculum. In Maduewesi, E.J. (2005) Benchmarks and Global Trends in Education. Enugu City, Sylva Influence Enterprises. New World Encyclopedia (n.d.) Kindergarten http://www.newworld encyclopedia.org/entry/Kindergarten retrieved 11/10/2010. REFERENCES Oduolowu, E.A. (2010). Teacher and Curriculum Development

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