THE EFFECT OF PRE-PRIMARY SCHOOL EDUCATION ON THE SPEECH DEVELOPMENT OF THE PRIMARY SCHOOL CHILD

CHAPTER ONE

INTRODUCTION

Background of the Study

           Building a strong nation relies heavily on the power of education. Education is the process of receiving instruction that is planned to help one learn information and acquire abilities that will help them become productive members of society. According to Osakwe (2009), education is a process that results in a person’s complete growth in every aspect of their being: intellectually, emotionally, socially, and physically. This faith in education as a means to an end through which an individual may develop motivates parents to enroll their children and wards in school from a young age, so that they may gain the information and skills that will allow them to become contributing members of society. Because of this, preschool education is crucial.

Benard (2001) said that a kid who does not obtain early education before entering primary school may suffer emotionally, socially, academically, and even physically. This is because of the importance of early childhood/preprimary education. Students who attended preschool showed significant gains in cognitive, physical, and social abilities compared to those who did not, as reported by Osakwe (2009). This implies that a lot of experiences are acquired in early childhood/preprimary education. Anderson (2002) maintained that when children are exposed to preschool education, they develop superior communication skills (listening, speaking, reading and writing) increased cognitive and affective educational balance necessary for physical and social development needed in adults life.

Hefferman in Akpan (2000) is of the opinion that early childhood education is concerned with young child from the time that his or her informal learning at home is augmented by group experience with his peers under adult guidance. This clearly indicates that the success of the child in the preschool starts from the types of care giving to the child at home. For instance, Robinson and Robinson (1968) stated that the warmth of the mother’s affection to the children and the fostering of children’s emotional security are as more important as any form of educational programme.