kogjourn, vol. 6, no. 1, march, 2021 page 210 the

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 11

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).


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


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


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


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,


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


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


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


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


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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Asenso-Boakye, F. (2005). Early childhood education: Key to improving educational achievements in Ghana. http:/www.ghanaweb.com.

Banks, C. A. M. (2004). Communities, families, and educators working for school improvement. In J. A. Banks & C. A. M. Banks. (Ed.) Multicultural Education: Issues and prospects. (421-445) USA: John Wiley& Sons.

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