International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue VII, July 2022 | ISSN 2454–6186
Dr Dagunduro Olayinka
Lagos State University of Education, Noforija, Epe, Lagos State, Nigeria
Abstract: The study sought to assess the place of Early Childhood Education for sustainable development towards poverty reduction in Lagos State. The study adopted a descriptive survey research design where questionnaire was used to acquire necessary data for the research work. Population comprises of all teachers in Ibeju Lekki local government in Lagos State. Simple random sampling technique was used to select ten (ten) primary schools in which ten (10) teachers each were randomly chosen from the selected primary schools to make a total of one hundred ( 100) respondents for the study. Two (2) research hypotheses were formulated and tested in this study. Reliability of the instrument was determined using Cronbach Alpha and data collected was analyzed using Chi-Square statistical tool. Findings revealed that the hypotheses constructed for the purpose of the study was rejected which means that there was significant impact on the challenges facing the effectiveness of Early Childhood Education in Nigeria and there was significant influence on the availability of teachers’ experience/qualification in handling the Early Childhood Care and Education and it was recommended that the level of government commitment to ECCE has to increase more than before, if the stated goals of this level of education are to be achieved. In order to achieve this, a regulatory body should be established under Universal Basic Education Board (UBE) to oversee the affairs of ECCE in Nigeria. The body should be at the federal, all states and all local government areas in the country, with more power given to the local government body since ECCE is meant to be community based education.
Keywords: Early Childhood Education, Quality, UBE, Commitment, Regulatory
I. INTRODUCTION
Early years in life are widely accepted as the most important period during which children experience cognitive, language, perceptual, socio-emotional and motor development which they will need for future achievements and social functioning. This informs the reason why the periods of the early years need to be handled with all special and detailed attention (Akinrotimi & Olowe 2016).