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TEACHERS’ TRAINING NEEDS FOR THE IMPLEMENTATION OF PRE-PRIMARY SCHOOL CURRICULUM IN NSUKKA EDUCATION ZONE OF ENUGU STATE

CHAPTER ONE 

INTRODUCTION 

Background of the Study

 Pre-primary education is the care and education given to young children before their legal school years. It is the bedrock upon which other levels of education are set. It is also a foundation for lifelong learning. Federal Republic of Nigeria (FRN, 2004) in the National Policy on Education (NPE) refers to it as the education given in an educational institution to children prior to their entering primary school. It includes the crèche, the nursery and the kindergarten. Morrison (2004) defined pre-primary education as the care and education given to children of eight years old. Maduewesi (2005) conceptualized pre-primary education as encompassing the care, education and development of children under six years – psychically, mentally, socially and emotionally. Obinaju and Ibiam (2012) states that pre-primary education includes the provision of feeding, clothing, shelter, supervision care prevention of illnesses and provision of stimulating learning environment for children from 0 – 6 years of age. In effect, pre-primary education has improved from single sectional approach to a multi-sectional approach covering intervention in health, care, nutrition stimulation and protection of children from 0-5 years of age (Ajayi, 2008). With regards to the difference in the age range of the preschool child as conceptualized by different Early Childhood experts, children of 0-5 years of age are the focus of this study. Implied from the above, pre-primary education is the care and education given to children in their early childhood of 0-5 years. It is a period when mental development in the area of reading writing and arithmetic’s take place. It is a period when experiences with family members, other adults and peer groups influence the quality of their learning as well as their development. It is in line with this, that the United Nations International Children’s Emergency Fund (UNICEF, 2003) states that children exposed to early learning are more likely to be productive, law abiding, intelligent, and sociable. It is in recognition of the importance of this level of education by parents that the demand and introduction of pre-primary education in Nigeria emerged.

Project detailsContents
 
Number of Pages124 pages
Chapter one Introduction
Chapter two Literature review
Chapter three  methodology
Chapter  four  Data analysis
Chapter  five Summary,discussion & recommendations
ReferenceReference
QuestionnaireQuestionnaire
AppendixAppendix
Chapter summary1 to 5 chapters
Available documentPDF and MS-word format


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