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Periodical article | Leiden University catalogue | WorldCat |
Title: | 'The Problem of the Match': Cognitive Transition between Early Childhood and Primary School: Nigeria |
Author: | Haglund, Elaine |
Year: | 1982 |
Periodical: | Journal of Developing Areas |
Volume: | 17 |
Issue: | 1 |
Period: | October |
Pages: | 77-92 |
Language: | English |
Geographic term: | Nigeria |
Subjects: | pupils primary education Education and Oral Traditions |
External links: | https://www.jstor.org/stable/4191092 http://search.proquest.com/pao/docview/1311632998 |
Abstract: | The lack of provision in the schools or elsewhere for preparatory learning presents children entering Nigerian schools with an already built-in educational handicap. Studies indicate that virtually irreversible deficits are evident when young learners have been deprived of opportunities that challenge their early capacities. In Nigeria, a major educational concern is the high dropout rate among elementary school students. One reason for this drop in enrollment night be that children are not academically succeeding to the degree that would warrant their continuing in school. One might further infer that the lack of success may be attributed, in part, to the youngsters' not being 'school wise'; they are often insufficiently prepared for the teaching content and methodology presented in the schools. Early education can no longer be preempted. All children need to be cognitively prepared so as to help reduce the already existing chasm between the educated and the illiterate in developing societies. The responsibility for Nigerian children's prior learning necessarily remains with the parents and others within the immediate environment. Suggested here is greater parent involvement and, ideally, expanded provision of more formalized preschool education in Nigeria. Notes. |