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KOGJOURN, Vol. 6, No. 1, March, 2021 Page 210
THE SOCIOLOGICAL ROLES OF THE FAMILY IN THE SUSTAINABLE DEVELOPMENT OF EARLY CHILDHOOD EDUCATION AND SELF-
RELIANCE IN NIGERIA
Dagogo Allen Frank Daminabo PhD. Department of Educational Foundations,
Faculty of Education, Ignatius Ajuru University of Education,
Rumuolumeni, Port Harcourt, Rivers State.
Abstract
Educators, policymakers, and parents are increasingly attempting to comprehend the role of the
family in the social dynamics that early childhood education has on the child, as well as the
responsibilities that others play in determining what they do, rather than simply prescribing what
children should learn. It examined the influence of the home in the child’s understanding of the
content of school curriculums which are intended to improve the consciousness of the child to
adapt to their environment for the sustainable development of themselves, family and society.
Consequently, this study will examine the functionalist menu of education and the family in the
determination of socialization processes, the choice of schools and the challenges of early
childhood care development and education (ECCDE) for the sustainable development of the child,
education and Nigerian society towards the attainment of self-sustenance. The following
challenges were highlighted in the study such as lack of parental involvement and commitment,
class size, lack of professionals or qualified teachers and care givers, problems of teacher student
ratio, high school fees charged by operators, and poor educational facilities among others in the
sustainable development of ECCDE. The study recommends among others that adequate funding
of ECCDE programmes should be a collaborative effort between government and stakeholders,
teachers in the service should be retrained to fill the existing gap in manpower requirements and
adequate orientation should be provided to all stakeholders on the importance of the ECCDE
programmes in Nigeria.
Keywords: Sociological, Social Dynamics, Socialization, Sustainable Development,
Childhood Education, Self-Reliance and Nigeria.
INTRODUCTION
Learning as a social process
begins with the family and it is one of
the major thespians or actors in the
socialization process. Socialization is
the process devoted to the
inculcation and elicitation of basic
psychological forms through
impulsive dealings with parents,
relatives, kinsmen and other
members of the community. It
involves a social learning through
which the child acquire the
knowledge, skills and dispositions
that make the individual more
integrative member of their society.
Socialization process methods used
in the inculcation of skills and values
from one generation to another
includes imitation, personality
Dagogo A. F. Daminabo Page 211
status, direct teaching, participation,
indoctrination, and role play,
parental influence, dancing and
singing.
This process of socialization
involves the development of the child
from the earliest formative stage as
an active participant in shared
understanding of the construction of
knowledge within the social
environment and school apart from
religious organizations, peer group,
mass media, and non-governmental
organizations as the other
socialization agents. It is imperative
to mention the socialization
functions of the family in respect to
their roles in the participation and
advancement of early childhood
education in Nigeria as pointed out
in the works of Ogbondah (2016) as
follows:
1. Socialization generally changes
the human raw material in the
child into a human adult with full
potentialities to become a full
member of that given society
through the process of inculcation
of values, norms and skills to the
individual child learner.
2. It equips the individual child with
the skills for anticipatory roles in
the school and society.
3. It equips the child with the
necessary experiences repertoire
of skills, habits, beliefs and values
for his sustainable survival in the
harsh economic, political and
physical environment of the
residency.
4. It encourages the rapid
development of human
personality through the
inculcation of societal values,
norms and laws of the nation into
the child from the home to school.
5. It provides the child with a means
of communication in preparation
to early schooling.
These afore mentioned
functions of the family in the
socialization process of the child are
very critical in the successful
implementation of early childhood
education in Nigeria. The family’s
responsibilities to the child are also
expressed vividly traditionally in the
views of Onyeike (2014:286) that:
“Nigerian families are patriarchal and polygamous by nature with a strong blend of extended family members having a say on how the children are raised, than what is obtainable in western world”
The above citation shows that
the family has remarkable
predominantly influence on the
education of children in their
communities and as it involves the
school system; where the teacher is
at the pick of the teaching and
learning process based on the
curriculum developed by the states.
Even though it have been argued in
most contemporary situations in the
school by some early childhood care
givers, educators and teachers that
THE SOCIOLOGICAL ROLES OF THE FAMILY IN THE SUSTAINABLE DEVELOPMENT … Page 212
parents are expected to play critical
roles in the life of their children but
some teachers are still very much
suspicious of parents because of
their views or believe that parents
might have disruptive tendencies to
alter the teacher classroom activities
routine.
Their arguments were based
on social behavioural patterns
associated with uncontrollable
emotions handling their children
learning difficulties and professional
competences may end up creating a
new kind of parents with special
needs. These parents who turned
themselves into early childhood care
givers at home may not have the
rudimentary knowledge, necessary
skills and competencies to provide
the basic educational needs of their
children and such, their efforts of
home teaching at this stage of the
child may not be beneficial to their
academic development.
In most Nigerian families,
it is pertinent to observe that the
fathers tend to have unquestionable
authority as regards to the welfare,
care, security and education of their
children with little influence exacted
by their wives. This decision marking
of fathers at home as regards to their
children education includes the
choice of schools, home teachers’
employment, purchase of books,
teaching aids for the child and
courses they will study. Thus Banks
(2004:425) opine that:
“Parents and family members are often children’s first and most important teachers and students come to school with knowledge, values, and beliefs they have learned from their parents and in their communities”
This view is the major reason
why the school must collaborate with
the home to create a community
group and allow parents
involvement in the development of
the early childhood education in
their environment. This could be
done through the organization of an
effective parent teacher’s
organization for the purposes of
sustaining communities, families and
educators relationships working
together for sustainable school
improvement in the development of
early childhood education in Nigeria.
The understanding of the
nature of social process of learning
will definitely show the degree of the
importance of family background as
an incisive game changer of the
nature of the child interaction in the
process of socialization, teaching,
schooling and education.
Consequently, Daminabo (2016) as
cited in Ekwueme and Ogbondah
opines that social factors in learning
are the network of relationships
among individuals that are found
within the family and environment
which invariably affect, tend to
enhance or inhibits the child process
Dagogo A. F. Daminabo Page 213
of learning, understanding,
acquisition of knowledge and
educational advancement in the
classroom environment and society.
It's worth noting that the
majority of Nigerian families'
motivation for educating their
children stem from the belief that
there is a link between educational
achievement and occupational
prospects in the development of a
child's social economic status as a
result of social capital investment.
This assertion is supported by the
works of Bidwell (2006) on
modelling sources of variation in
students educational and
occupational aspirations and
attainment which indicates that early
childhood education are all based on
issues of educational policies of the
state as crafted by policy makers and
created by law. The law enacted in
the state and national assembly in a
democratic society reflects and
function as the preceding aspiration
of the society and the family in this
situation is a critical stake holder in
the society.
The above view made Obinaju
and Umoh (2012) to assert that, the
child in the school at the initial stage
of development is a major
participant in the construction of the
learning process and as such the
understanding of the social nature of
learning and the interactive creation
of meaning demands for a review of
policy and practices with respect to
the field of early childhood care and
this will ensure that education make
best use of the creative potentials
and expertise of the child for self-
fulfilment and the progress of our
society.
The consistent review of this
type of educational experiences
offered in the pre-primary schooling
would guarantee the effective
utilization of opportunities available
to the young children in the early
stages of life setting and make
certain that the quality of
educational content involve caring
with reciprocal effect and
challenging learning activities with
great positive outcome on all five
domains of the child as reflected in
the national policy on education.
The Objectives and Concept of Early
Childhood Education and
Sustainable Development in Nigeria
The objectives of Early
Childhood Education is to effect a
smooth transition from the home to
school, prepare the individual child
to progress from Care or Crèches to
Primary level of education,
inculcation of social, moral norms
and values in the child, develop in
the child the spirit of enquiry and
creativity and the attitude of team
work and spirit; imbibe good health
and moral habits and among others
(NPE 2014:7).
THE SOCIOLOGICAL ROLES OF THE FAMILY IN THE SUSTAINABLE DEVELOPMENT … Page 214
This demonstrates that the
family's role in training, mentoring,
and coaching on basic social,
intellectual, affective, or emotional
life practices, as well as preparing
the child for broader educational
experiences outside of primary
socialization, is critical in actualizing
the philosophy and objectives of
ECCDE in Nigeria. This part of ECCDE
can be regarded as some of the
family's roles as articulated by
functionalist perspectives on the
family's involvement in the
development of education in general.
Specifically, the National
Policy on Education 2014 edition on
Early Child Care Development and
Education (ECCDE) document
integrated Early Childhood
Education as part and parcel of Basic
Education in Nigeria. This
integration redefined basic education
as education given to children from
the age of 0-15years. It encompasses
according to the document early
child Care and development
education from 0-4 age of years and
age of 10 years of formal schooling.
Furthermore, early childhood care is
sub divided into two segments
namely 0-4 years as care or crèches
and ages 5-6 years classified as pre-
primary or nursery (NPE.2014:5).
Amadi (2013) defines early
childhood education as institutional
training or grooming given to
children at the pre-primary and early
primary school levels for the
development of the individual
socially, emotionally, cognitively,
intellectually, and physical
potentials. It is the education given to
the child prior to entering into
educational institution or primary
school. Uzodinma and Akinware
(2001) assert that early childhood
education is anal-inclusive approach
to policies and programmes for
children from birth to eight years of
age, their parents and care givers
with the purpose of defending the
children’s rights to develop their full
cognitive, emotional, social and
physical capabilities
Early childhood care,
development and education is the
systematic process of socialization
with the goal of providing solid and
basic foundational care for the child
from birth to the ages of eight years
for the development of their
emotional, social, intellectual,
cognitive, physical and psychomotor
skills or needs in preparation from
transition from the family or home to
school.
It involves the provision of
feeding, health care, security, shelter,
clothing, adequate supervision and
stimulating safe environment for
learning and playing. This invariably
will enhance the acquisition of
knowledge and practical
experiences that will create changes
in the life of the child and get him
Dagogo A. F. Daminabo Page 215
ready psychologically for the
challenges of growing up to teenager
and later a responsible adult that will
be conscious of the environmental
dynamics of life and development in
the society for self-reliance.
The role of the family in the
development of early childhood
education in society is critical in the
life of every child, especially given
that the child is first and foremost a
member of the family, whose
responsibility is to prepare the
individual child born into the home
to acquire basic values, norms, and
concepts or word development at
home. This is achieved in the form of
language, symbols and skills that are
essential in the aspects of
communication of ideas in the
socialization process. It is upon this
premise that the school builds the
child in general using the approved
curriculum and the child that tend to
have learning difficulties in Nigerian
educational system seems to be
disadvantaged in the teaching and
learning process.
The effects of learning
difficulties and the gap in the
acquisition of knowledge
experienced by the child may likely
fall back to the family for
compensatory education in the form
of extra class lesson organized by the
teacher or the school management at
an additional cost to the family. This
additional cost is absorbed by the
family members for the purposes of
covering the observed inadequacies
in the child and the instructional
delivery in the classroom
environment that is not inclusive in
nature. In most schools in Nigeria,
early childhood entrants with
learning difficulties are faced with
learning problems un-noticed by the
current school system which lacks
special education teachers trained to
identify such children with special
needs.
The lack of inclusive
educational programmes in most
educational centres or schools in
Nigeria actually created bigger
problems especially for children with
special needs to the family, child and
society. In this type of scenario, the
family is compiled to host the child at
home without any form of guidance
and visitation from the appropriate
authorities in the management of
children with special needs and such
a child is expected to still have access
to early childhood educational
programmes as part of the
compulsory Universal Basic
Education in Nigeria. Therefore, it
becomes questionable if Nigeria is
indeed ready for the sustainable
implementation of ECCDE for the
economic development for the
advancement of the society.
The concept of sustainable
development is the process and
philosophical views that postulate a
THE SOCIOLOGICAL ROLES OF THE FAMILY IN THE SUSTAINABLE DEVELOPMENT … Page 216
principle which encourages the
society to be futuristic in nature in
meeting the needs of the present
generation without compromising
the ability of future generations to
meet their own needs within the
prudent management of available
resources. This postulation
encourages prudential aspects of
humanity and the preservation of the
earth and her resources without
compromising the future of the next
generation. Sustainable development
within the concept of early childhood
education helps in the acquisition,
mobilization and conservation of
means and resources towards the
provision of effective and efficient
education for the benefits of the child
and the future generation.
It is in the purview of the
family to directly control the rate of
population growth in the society by
deliberately altering the birth rate,
marriage rights and rites conditions
that encourages new innovative
values of child spacing, delayed
marriages and keying into Nigerian
government tentative four children
policy par family. This policy that
have not been rigidly implemented
apart from tax reliefs and medical
benefits to civil servants will enable
the family provide the basic
essentials of life to the child
including formal education within
the available resources as one of the
developing countries on earth.
The availability and usability
of early childhood resources
prudently within the economic
realities of the twenty first century
hi-tech environment provided by the
government and donor agencies is
critical in the sustainability of the
continuous production of educated
citizens and social stability that will
contribute to the development of the
society is critically placed on the
shoulders of the family for the
sustainable development of Nigeria.
The theoretical framework
utilized in this paper is the
functionalist theory of the family,
this theory emphasizes that families
serve important functions in the
society because they are the primary
focus for the procreation and
socialization of children where they
acquire a systematic sense of self and
beliefs and values within the family
context.
The family provides a source
of emotional support, cultural
affiliations, security, care, love,
discipline, social position,
acceptance, intimacy and
companionship. Kendall (2016)
maintains that the functionalists
emphasize the importance of the
family in maintaining the stability of
the society and the well-being of
individual because the family
replicates the larger society and
adduced that the family in an
industrial society performs four key
Dagogo A. F. Daminabo Page 217
major functions such as sexual
regulation, socialization, and
provision of social status, economic
and psychological support.
The family attaches
importance to education because it is
a social institution designed to be
responsible for the systematic
transmission of knowledge, skills,
and cultural values within a formal
organized structure obtainable in the
school system.
Education strongly reinforces
moral values which are regarded by
the functionalist as the foundation
for a cohesive social order and that
the school has the responsibilities to
teach and show commitment to the
common morality. This shows that
there is a symbiotic relationship
between the school and the family
for the sustainability of the early
child hood education development in
Nigeria.
This collaborative nature of
the family and education as a social
institution regulated by the state
could meet the desired goals if the
family gives the supportive hand in
the policy designed to foster early
childhood programme of the state as
specified in the national policy on
education that are geared towards
the actualization of the sustainable
development goals and targets set by
the Nigerian government to be
attained in the year 2030 in spite of
its numerous challenges.
THE FAMILY AND
SUSTAINABLE DEVELOPMENT
GOALS IN EARLY CHILDHOOD
EDUCATION
Sustainable development as a
concept deals with the equitable
management of available resources
for the utilization of the present and
future generation under proper
administration of the environment
that is devoid of degradation. These
are principles that are geared
towards the development that meets
the needs of the present society
without compromising the ability of
the future generation to survival and
meet their own needs within the
environment.
The pillars of sustainable
development includes economy,
health, social, cultural, security,
social inclusion and environmental
protection but the core principles or
goals of sustainable development
were derived from the societal
values. According to United Nation in
2015, sustainable development is a
universal call to action to end
poverty, protect planet and ensure
that by 2030 all people should enjoy
peace and prosperity and as
suchthe17 SDG document placed
emphasis on no poverty, gender
equality, zero hunger, quality
education, clean water and
sanitation, clean energy, decent work
and economic growth, reduced
inequalities in the society, industry,
THE SOCIOLOGICAL ROLES OF THE FAMILY IN THE SUSTAINABLE DEVELOPMENT … Page 218
innovation and infrastructure, peace,
justice and strong institutions.
The above SDGs as regard to
early childhood education
highlighted the critical roles the
family is expected to cart out in the
society in the attainment of the
above cited objectives of early
childhood education. Roles according
to Mezieobi and Opara
(2007:34)may be said to refer to
learned, achieved or culturally
prescribed behaviour which one
enacts in accordance with the
expectation of a group which the
enactment object or human belong
to. Furthermore, roles according to
Mclntyre (2002) is the sum total of
expectations about the behaviour
attached to a particular social status.
The family provides an
avalanche of relationships that are
vital in giving the child solace and
comfort, affection and
companionship as the basic value
inherent in the primary socialization
entrenched within it. This type of
socialization contents are usually
inculcated and taught for the
advancement of the child educational
development through folk songs,
storytelling, parental influence and
role play with peers.
In supporting this view,
Daminabo (2016) opines that the
family is the centre of social training,
moral and religious education. The
choice of school the child attends and
when to start schooling is a major
decision bestowed in the family and
this has its consequential effects
depending on when the decision to
enrol the child or their wards were
taken. In addition, he affirms that
children in the family are usually
placed in the school at an early age
for training from nursery, primary
and secondary schools. He further
emphasized the functions of the
family to include economic,
reproductive, protection, affection,
socialization, sexual regulation and
social and cultural roles.
Consequently, Daminabo and
Balogun, (2018) asserts that about
33% of the child’s educational
growth takes place before the child
enters any form of formal education.
This shows that the family roles in
the sustainability of early childhood
education in Nigeria are very
germane in the attainment of the
national policy on early childhood
education.
The social needs of the child
are partly met in the family through
social interaction and learning
processes that take place at home in
the course of socialization. These
efforts of the family encourage
children to have a habit of
maintaining an innate tendency of
seeking social attachment,
empathizing, associating, sharing
with peers and responding to care
and love from relations which
Dagogo A. F. Daminabo Page 219
invariably are also members of the
extended family and society at large
that deliberately set up the early
childhood education through their
government.
Consequently, Ogbodah in
Elechi and Ogbondah (2016) opines
that the family is a place where the
children receive their first physical,
mental, religious and emotional
training from its parents especially
the mother. He further observes that
sociological researchers have shown
that family size, economic status of
parents, education of parents among
others affect the education of the
child.
Early childhood education is
proficiently sustained due to the fact
that the family make provision of
readable books and materials for the
pleasurable use by the child for the
purposes of enhancing the
development of the child’s ideas
necessary for personal adjustment
skills to societal expectations,
inculcation of right values, honesty,
decency, obedience, respect to other
people, literacy skills, reading skills,
and creative skills that help the
learning child in the school to
develop effective study habits.
The family structure of the
child also gives possible assumption
that it influences the child academic
performance and achievement in the
school. This position made Ajila and
Olutola (2007) to opine that, the
family structure in their study
revealed a negative perspective of
children from single parents’ ability
to finish or complete high school or
even attend university education are
very emerald or slim than those raise
by both parents.
CHALLENGES OF EARLY
CHILDHOOD EDUCATION IN
NIGERIA
Early childhood education is
probably riddled with mirage of
systemic and structural problems
associated with the Nigerian factors
and which will never allow
programmes that will be beneficial to
the masses to see the light of the day
from its conceptual development of
the policy, implementation,
execution and feedback mechanism
for programme evaluation designed
to ascertain the effectiveness that are
associated with other levels of
educational programmes and
systems in Nigeria.
However, quantity of
structures erected and converted for
early childhood educational
programmes implementation in
Nigeria by the various state and local
governments does not equal quality
in terms of establishment and
administration of early childhood
education in Nigeria which have
become a major source of concern to
teachers, parents, monitors and even
policy evaluators. Furthermore, the
input–output process of programme
evaluation, effectiveness and value
THE SOCIOLOGICAL ROLES OF THE FAMILY IN THE SUSTAINABLE DEVELOPMENT … Page 220
derivative of investment is based on
cost benefits analysis of political
decisions. This political decision of
localizing Early Child Care
Development and Education
(ECCDE) schools may at the end of
the tunnel not meet the objectives of
the programme as reflected in the
National policy on early childhood
education notions.
The current identifiable
problems noticed in the early
childhood educational programme
implementation in most of the states
of the federation of Nigeria ranges
from the family, finance,
management, publicity, polity,
security and poor infrastructure.
Others are inadequate trained
(professionals) early childhood
teachers and care givers, poor
supervision of programmes, poor
teachers motivation, high teacher-
child ratio and poor remuneration,
poor supervision, overcrowded
classes and class size, lack of
standard classrooms, high school
fees, lack of teaching resources, poor
educational facilities, inadequate
conducive classrooms, lack of
parental involvement and
commitment, socio-economic factors
of parents, societal poverty, public
prejudice of the importance of early
childhood education to the child and
lack of orientation on the part of the
people on the ECDCE policy.
In supporting this view,
Amoah, Ntsiful, Micah and Bonney
(2013) in their study “perception of
stakeholders in early childhood
education in western Region of
Ghana” pointed out the following as
the problems associated with
management of early childhood
education as follows: classroom size,
poverty, family factors, bullying,
student attitudes and behaviour and
lack of parental involvement. These
problems of early childhood
education cuts across most West
African countries and require strong
political will of leaders and support
from international organizations for
the objectives of this programme to
be actualised.
It is important for parents to
show great trepidations on the
development of their children at the
early stage of schooling as a result of
the fact that it is a period of
developing the child’s basic
foundation for creativity,
imagination, self-reliance and
survival of the child. The educational
future, academic performance and
achievement of the child in
secondary and higher education is
predicated on the nature of child
care, crèche, and nursery; pre-
primary and primary education
provided. Thus the NPE (2014:9)
emphasized the need for government
to make conscious efforts on capacity
building development of manpower
Dagogo A. F. Daminabo Page 221
at this level of education provide the
necessary funds and set and monitor
the programme at all levels.
The problem of quality and
inadequate teachers and care givers
in the early childhood education is a
major factor that negates the
attainment of the objectives of the
programme. In the same vein, Wosu
(2017) opines that the non-
professionalization of teaching in
Nigeria in both public and private
schools still parade majority of
teachers who are not trained and
they suggested that government
should promulgate new laws that
will ensure professionalism in
teaching. It is important to note that,
in-service programmes enhances the
teaching effectiveness of the teachers
in instructional delivery and as such
should become a regular activity in
the school for the purposes of
encouraging teachers to attain
efficiency resulting to higher
productivity in early childhood
education.
This could be achieved if the
various agencies responsible for the
regulation of teaching in Nigeria
monitors and supervises the
activities of proprietors of early
childhood education in Nigeria and
government own schools are
appropriately funded through special
intervention funds such as petroleum
intervention funds apart from
Universal basic education world
bank funds in conjunction with
federal Government of Nigeria.
Early child Care Development
and Education as a policy statement
as reflected in the National Policy on
Education in Nigeria in 2014 was
adopted as a result of international
collaboration with some of the
agencies of United Nations has
actually changed the landscape of
educational advancement in public
and private institutions in Nigeria.
This calls for government at all levels
in Nigeria to implement the
programme with upmost sincerity
devoid of politics, ethnicity,
tribalism, religion and corruption for
the purposes of actualising the goals
of self-reliance in terms economy,
technology, agriculture, gender
issues, poverty eradication and the
seventeen sustainable goals as
advocated by the United Nations.
In conclusion, the family still
remains the primary agent of
educational development of the child
and as such government agencies
and policy developers in education
should understand the symbiotic
relationships that exist between
education and the family for the
successful adoption and
implementation of early childhood
education in Nigeria.
RECOMMENDATIONS
i. The family should be given
adequate consideration in the
planning and development of
THE SOCIOLOGICAL ROLES OF THE FAMILY IN THE SUSTAINABLE DEVELOPMENT … Page 222
policies on early child care
development and education in
Nigeria.
ii. Teachers should be professionally
retrained to update their
knowledge on early childhood
education apart from the
employment of qualified teachers
into the programme by the
appropriate authorities devoid of
corrupt tendencies because the
quality of teachers employed into
the system determines the quality
of teaching and no educational
standard precedes the quality of
her teachers.
iii. Adequate funding should be made
available for ECCDE programmes
by creating multiple channels of
funding through appropriate
legislation involving private and
public sectors participation.
iv. The local government councils in
Nigeria should participate
actively in the administration of
ECCDE in Nigeria by making
appropriate budgetary allocation
and provision of adequate ECCDE
school plants towards the
actualization the programmes
objective.
v. Continuous public enlightenment
on the importance of the early
childhood education should be
sustained in the rural
communities in Nigeria through
the public enlightenment
agencies of government in-
collaboration with private
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