EARLY CHILDHOOD EDUCATION

The study sought to appraise the level of implementation of early childhood education programme in Egor Local Government Area Edo State. To carry out the study, five research questions were posed while three null hypotheses were formulated. The study adopted a survey research design. The study was done in Egor Local Government Area Edo State, Nigeria. The population of the study comprised of all the teachers in early childhood care education schools in Egor Local Government Area Edo State. The population size of the teachers is 617 in the 2012/2013 school session. The sample size of the study was all the 617 early childhood education programme teachers in all the public ECCE in Egor Local Government Area Edo State. The instruments for data collection in this study were checklist and structured questionnaire titled an Appraisal of Early Childhood Education Programme Implementation Questionnaire (AECEPIQ). Data collected were analyzed using percentage, mean, standard deviation and independent samples t-test. The research questions were answered using percentage for research questions 1 and 2, mean and standard deviation for research questions 3, 4 and 5. The three null hypotheses were tested at 0.05 level of significance using independent samples t-test. Findings of the study revealed that; Majority of the ECCE teachers in both rural and urban schools are teachers that have NCE certificate; The number of established ECCE programme in rural primary schools in Egor Local Government Area Edo State is small compared to the primary schools in urban area; there is a significant difference in the mean ratings of teachers on the extent of provision of infrastructure and equipment in ECCE programmes in early childcare education schools in Egor Local Government Area Edo State in favour of the teachers in urban schools; there is no significant difference in the mean ratings of teachers on the extent of availability of standard curriculum in ECCE programmes in early childcare education schools in Egor Local Government Area Edo State; there is no significant difference in the mean ratings of teachers on the extent of supervision of ECCE programme in early childcare education. Among the implications of findings is that the establishment of ECCE programme in rural primary schools which was found to be to a low extent implies that the Federal Government intension of education for all by year 2015 will not be feasible. It was recommended among others that government should ensure adequate establishment of ECCE programme in both urban and rural primary schools especially in rural area.

The purpose of this study is to explore the critical role of parent-teacher collaborationin early childhood education, focusing on its significant impact on children’s academic achievements and social-emotional development. By reviewing extensive literature
and conducting original research, this study aims to understand the dynamics, communication patterns, and challenges influencing effective collaboration between parents and teachers. In early childhood, parents play a profound role in shaping a child’s learning experiences. Recognizing this, the study examines how collaborative efforts between parents and teachers can create optimal learning environments. Modern educational landscapes demand a dynamic and continuous partnership beyond periodic meetings and report cards. This study identifies the benefits of such collaborations and the barriers that might hinder them. Using a survey design, data was gathered from 100 participants in private pre-primary schools in Oredo Local Government Area, Benin City, Edo State. The survey instrument, a questionnaire titled “Parent-Teacher Collaboration in Early ChildhoodEducation,” captured detailed insights into the participants’ perceptions and experiences. Findings highlight that strong parent-teacher partnerships are linked to improved academic outcomes and enhanced social skills for children. Effective collaboration allows parents and teachers to create a supportive learning environment tailored to the needs of each child. Regular discussions about a child’s progress enable early identification and resolution of issues, contributing to a child’s overall well- being. However, significant barriers to effective collaboration include communication gaps often exacerbated by cultural differences and misconceptions. The study underscores the importance of clear, frequent, and effective communication to bridge these gaps. Digital communication platforms, such as online portals and instant messaging, can enhance parent-teacher interactions, making it easier for parents to monitor their child’s progress and participate in school activities. The study also examines the impact of diverse family structures and socioeconomic factors on parent-teacher collaboration. Schools need to be sensitive to the diverse needs of different family structures and provide support to ensure consistent collaboration across various socioeconomic backgrounds. Cultural competence training for teachers is recommended. Finally, aligning collaborative efforts with educational goals is critical. Inclusive practices, such as involving parents in classroom activities and aligning home-based activities with the school curriculum, are essential. Mutual trust and open communication between parents and teachers further enhance these collaborations.