KNOWLEDGE AND TRAINING NEEDS OF PRE-PRIMARY SCHOOL TEACHERS IN MANAGING NIGERIAN EARLY CHILDHOOD EDUCATION

Abstract

Early Childhood Education (ECE) has witnessed minor and major trends in Nigeria since the federal government gave attention to it in the first edition of the nation’s National Policy on Education. It has moved from single-sectoral activity that characterized the pre-jomtien years to multi-sectoral activities in the post-Jomtien years. This paper takes a cursory look at the trends that Nigerian ECE has witnessed over the years with attention on curriculum, assessment and indigenous practices. It illuminates on what early childhood curriculum, assessment and indigenous practices entail, and argues that the pre-primary school teachers require some specialized kind of knowledge and training to be able to manage the new trends. Conclusion is drawn that pre-primary school teachers would not be successful in sustaining the new developments in Nigerian ECE if they are not exposed to the practical approaches that they can use to sustain the trends especially in the areas of curriculum implementation, assessment and indigenous practices. Recommendations made include organization of in-service training, workshops and seminar programs for pre-primary school teachers, in both public and private schools, on curriculum implementation, assessment and indigenous approaches to ECE.