28 Influence Of Information Communication And Technology On Early Childhood Care And Education In Nigeria

Abstract 

Information communication technology (ICT) is so important these days that it has truly affected the way we teach and plan our various subjects especially in Early Childhood Care and Education. (ECCE). Technology in schools has influenced the way educators plan, design instruction, and assess their pupils. Educational Innovations and Technology has brought a dramatic change in the areas of communication, learning resources, ideas and professional development. Besides, technology has greatly influenced teaching yet, we know little about (ECCE) educators predispositions and use of these technologies in Early Childhood Care and Education and schools in Nigeria. One of the goals of integrating information technology into teaching in ECCE is to enhance teaching learning process, thereby, improving quality of education at that level.  Most developing countries like Nigeria, the potential of (ICT) is to support science of teaching to enable it get to its full realization. The issue still remains; that the Nigerian system at integration of ICT into early childhood education cannot be overemphasized. Therefore, this paper will look at the (1) The conceptual framework (2) the various aspect where the lack of infrastructure and access to technology has affected the teaching and learning in (ECCE) schools in Nigeria, and further suggest ways in which to profer solutions to alleviate the problems of ICT integration in (ECCE) schools in Nigeria.

Keywords: Influence of Information, Communication Technology, Early Childhood Care and Education

Introduction 

Education is an indispensable tool in nations building. It is a process of systematic training and instruction designed to transmit knowledge and acquisition of skill, potentials and abilities which will enable an individual to contribute efficiently to the growth and development of his/her society and nation. It involves all round development of an individual physically, socially, morally, intellectually, and mentally (Osakwe, 2006).One of the important research findings of 20th century was the recognition that early childhood and primary education stages play the key role in the development of the personality of children. Similar attention in high quality early childhood education has never occurred before.

The National Policy on Education (2004) has described early childhood care and education as the education given in an educational institution to children aged 3-5 years plus prior to their entering the primary school. That is to say early education is a special kind of education provided in an institution for children, prior to their entering the primary school. Early childhood education, in the context of formal education can be said to be “a formalized educational process to which children between the ages of 21/2 through five plus are subjected to designated early childhood care and education institutions” (Mezieobi 2006)

Just as a  high-rise  building  needs a  strong  foundation  to  support  the  structure  above,  the foundations for education and  life-long  learning are laid during the early childhood  period.” Learning begins at birth. Systematic development of  basic learning tools and concepts therefore requires  that due attention be paid to the care of young children and  their initial education, which can be delivered via arrangements that involve parents, the community or institutions,  depending on requirements. World Declaration on Education for All, Article 5, Jomtien, 1990

The Jomtien Declaration” recognized that basic education begins well before primary school. This was a  watershed  in the  understanding  of  early  childhood  as it  brought  Early Childhood Care and Education (ECCE)  into  mainstream education. Following Jomtien, the value of ECCE was emphasized in the first goal of the Dakar Framework for Action.’  The goal calls for expanding and improving comprehensive ECCE, especially for disadvantaged and vulnerable children.

Information, Communication, Technology is the emergence of tools of microelectronic and telecommunications that are used in the automatic acquisition, analysis, storage, retrieval, manipulation, management, control, movement, display, transmission, reception, and interchange of quantitative and qualitative data, Oyenike, (2010) opined that ICT in education is divided into three categories: instruments (TV, DVD, computer), instructional (video and multimedia modules) and dissemination (TV broadcast, CD or Web), but emphasized that the choice of technology and the way it is used is partially determined by what is expected in terms of education, learning and teaching objectives. Information, Communication, Technology (ICT) in education has been continuously linked to higher efficiency, higher productivity, and higher educational outcomes, including quality of cognitive, creative and innovative thinking. In response to the global imperative of Education for All, and not willing to be left at lower side of ‘digital divide’ Nigeria launched Universal Basic Education in 1999 and developed an ICT policy in 2001. Nigeria, like many other countries around the world, has over the years sought to improve its education system by introducing reforms and making plans based on the education needs of the country, hence the development of Universal Basic Education (UBE) (Oyenike, 2010).

Technology use in schools has influenced the way educators plan, design instruction, and assess their pupils. Innovations in educational technology have changed systems of communication, learning resources, lesson ideas, and professional development. Innovative technology facilitates creativity and learning productivity. Technology can consist of computer programs, Internet programs, or other assistive, digital and communicative tools. Classroom teachers have integrated these forms of technology over time using a variety of methods through different methods and techniques of teaching (Nwabuwe and Singer 2014).

It is in accordance with the Declaration of the World Conference on Education for All (WCEFA, 1990) which was made in Jomtien, Thailand in 1990, and Bating clearly in Article 1 that every person – child, Youth or Adult – shall be able to benefit from educational opportunities designed to meet their basic needs. This declaration was reaffirmed at the World Summit for Children held in 1990, which stated that all children should have access to basic education by the year 2000 (Nwabuwe and Singer 2014). Early Childhood Care and Education means the type of education, in quality and content, that is given in the first level of education which is from play class to nursery schools. This construct changes from country to country. In Nigeria, ECCE education was equated with 0 – 5ix years education. It is a policy reform measure of the Federal Government of Nigeria, that is in line with the state objectives of the 1999 constitution which states in section 18 that… Government shall eradicate illiteracy; to this end, government shall as and when practicable provide a free and compulsory. Universal Primary Education, free secondary education, and free adult literacy programmes(FGN 1999, FGN 2000).

Importance of Early Childhood Care and Education

Early childhood education has enormous individual, social and economic benefits. Early childhood programmes complement the roles of parents and other carers in raising children during the early years. The early childhood years set the foundation for life, ensuring that children have positive experiences and that their needs for health, stimulation and support are met, and that they learn to interact with their surroundings.

The OECD (2006) argues that early childhood education enables women to participate in the labour market, thereby contributing to economic growth.  The OECD (2006:12) posits: “Because economic prosperity depends on maintaining a high employment population ratio, the wish to bring more women into the labour market has been a key driver of government interest in expanding ECCE services”.

Governments’ interest in the economic benefits of ECCE is reflected in the African targets for early education, known as the African Targets.These targets, which were agreed at the Africa Union summit in 2006, simply set targets for childcare places for children aged 0-3 and 3 to mandatory school age, to be achieved by 2010. While such ECCE policies, which focus on employment and gender equality, are essential, they are, unfortunately, inadequate. There is need to go beyond the provision of childcare places to comprehensive services for children, that take the needs and the rights of children into account. This approach is supported by (UNESCO 2007), which argues that early childhood programmes should have as their core objective the well-being and holistic development of children’s capacities.

Interactions between adults and children, as well as peer interactions, are of key importance to supporting and influencing children’s physical, social, emotional, and cognitive development. They are also crucial in promoting children’s learning on an on-going basis by encouraging them to develop and exchange knowledge, experiences, feelings, and opinions. It is through interactions that children develop a sense of self, a sense of being a member of a community, and knowledge of the world. The role of the educator is to provide opportunities for children to engage in interactions, to participate in processes to co-construct knowledge and meaning, to support their learning and development in a caring way, and to model respectful and supportive interactions among all adults involved in children’s lives (Nwabuwe, Nwabuwe and Emuobouvie, 2013). They further stated that Interactions that demonstrate and foster meaningful and respectful exchanges among all participants in the process, where everyone’s voice is heard, promote children’s development as self-confident learners and as contributing and caring members of society.

Conceptual Framework

The provision of modern technological equipment at all school levels depends on the levels of preparedess both on the side of the teacher and the pupils. A look at pupils ability to obtain the necessary flexibility in the world of information closely interelates among others, level of information setting in the schools with different types of data in printed and electronic format with regular updates and networks as well as those directed by experts in information field, ICT integration into education brings about great reforms to the learning process, and educators who suggests such reforms, agreed that learning is informed by constuctivism, which suggests the needs for pupils to develop thinking skills and that failure of the current schooling methods to provide such opportunities.

A critical view to ICT integration is that the learning takes place as the learner completes task for which media support is required and used to maintain learning environment and learners.

Technology provides opportunities for ideal learning, yet it has been ignored and the implementation has failed widely as it provides opportunity for a learner-centred, learning environment with the idea that they learn more from what they do or think rather than the teacher’s contribution. The concept of the ICT is that learner has the ability to actively constuct knowedge is a dynamic adaptation, towards intepretation of knowledge it helps to construct and emphasize knowledge as a reality in the learners mind. Besides, it focuses on knowledge construction rather than consumption – as a learner thinks about ideas, construct ideals from experiences have a mental picture or beliefs, intprete events accomplished outsde the mind, we can strongly say that, we see the world we describe rather decribing the world we see.

Creativity and Early Childhood Care

Taking part in creative activities, starting from an early age, is essential for acquiring the skills required in today’s world. The role of creativity and the relationship between creativity and information and communication technology (ICT) have been increasingly emphasized as new technologies have enabled users to produce and share their own, very diverse content  on  an unprecedented scale and in  numerous  ways  (Binkley, Erstad, Herman, Raizen, Ripley, Miller-Ricci & Rumble,  2012).  The significance of ICT for the fostering of creativity lies especially in its potential for supporting collaboration, sharing and co-reflection in the 21st century (Binkley  et al.,  2012,).

Living in the modern technological world requires all citizens to have diverse technological literacy skills: people should know how to use different technologies and to make decisions between different kinds of alternative solutions. Beside, society increasingly need people that have the preparedness and motivation to study and work in the field of technology (Turja 2011, p. 197).The”Assessment and Teaching of 21st-Century Skills” (ATC21S)  project has defined a framework for 21stcentury skills, consisting of ten skills which have been categorized into four groupings: Ways of Thinking, Ways of Working, Tools for Working, and Living in the World (Griffin, Care & McGaw, 2012).

ICTs and Early Childhood Learning

ICT can be defined as “anything which allows us to get information, to communicate with each other, or to have an effect on the environment using electronic or digital equipment”.  In early childhood care and education (ECCE), the term ICT could include computer hardware and software, digital cameras and video cameras, the Internet, telecommunication tools, programmable toys, and many other devices and resources. We can hardly imagine an education institution today, of any stage, without any presence of ICT. As Nwabuwe and Singer (2014) pointed out, young children today are growing up in a world which not only contains but is also increasingly shaped by ICT. More and more children encounter a computer before they go to school, even before they go to preschool. It is then natural to notice that they are exposed to all kinds of impacts of ICTs. Thus, ECCE cannot ignore any of them. It must look for procedures and strategies and how best to engage them so that the learning objectives are achieved in a way closer to 21stcentury expectations and requirements.

ICT compliments and extends traditional means of learning; it reflects the real world inside and out. It provides opportunities for developing enquiry, exploration and other children’s interests; it enables children to play roles they see in the adult world; it adds to children’s possibilities for being creative; it can support independent learning; it allows children to record their own personal view of the world; it can provide opportunities for children to play with friends; it helps provide equal opportunities for all children; it supports all areas of learning including communicating, problem solving and developing self esteem.

Effective Implementation of ICT in ECCE Schools

There has to be proper planning which entails estimating the number of pupils that will be in our school system- this means keeping proper records of school age children in different wards, local Government Areas and States. If the number of school on ground is not adequate then preparations have to be made to build new ones and renovate the existing ones instead of having children stay under the trees. Moreover, we must consider the curriculum itself which has to be reviewed so as to cater for the different needs of the people.

The rapid development of technology over the past two decades has provided many new and creative ways for educators to present instructional materials effectively. Until recently, those advancements have focused on desktop technology, wireless technology, computer projection systems and physical activity monitoring devices are moving technology into schools. The recent development of active gaming or “exergaming” − using video games that incorporate physical activity (Thompson, 2008) − is adding another dimension in the teaching and learning. There are a number of factors that contribute to educators’ decisions about whether to use technology when planning and teaching.This is a key consideration for designing and implementing instruction. Teachers now face a generation of students who have never known life without a computer, video game console, cellular phone or Internet access; and that is changing the scope of education dramatically. Appropriate practice in physical education should include activities aligned to student learning expectations and that fit students’ developmental levels, and content aligned to standards. Using technology for technology’s sake might not provide relevant instruction experiences for students, since technology is not the curriculum but rather a tool or device to supplement instruction (Nwabuwe and Singer, 2014).

The Challenges on the use of ICT in Teaching Early Childhood Care and Education

There are various challenges to the successful use of information, communication, technology in ECCE schools in Nigeria which has affected the transformation agenda of Nigeria greatly.  Some of these challenges as stated by Aduwa-Ogiegbaen, & Iyamu, (2005), are as follows: cost of ICT materials, weak infrastructure, lack of skills, lack of relevant software and limited access to the Internet, Computer illiteracy, poor funding, poor quality of Telecommunication connections, lack of awareness and culture about usage and benefits of Information Technology. Other challenges that may affect the use of ICT in teaching ECCE Schools in Nigeria are: competency in the use of ICT, inadequate electricity supply, inadequate manpower supply.

Cost of ICT Materials

The price of computer hardware and software continues to drop in most developed countries, but in developing countries, such as Nigeria, the cost of computers is several times more expensive. While a personal computer may cost less than a month’s wages in the United State, the average Nigeria worker may require more than two years’ income to buy one. Nigeria has over 1,000 public and private ECCE schools. Majority are short of books, paper and pencils. Many of the schools lack adequate infrastructure such as classrooms, apart from the basic computers, other costs associated with peripherals such as printers, monitors, paper, modem, extra disk drives are beyond the reach of most ECCE schools in Nigeria.

Weak infrastructure

In Nigeria, a formidable challenge to the use of information and communication technology is infrastructure deficiencies. Computer equipment was made to function with other infrastructure such as electricity under “controlled conditions”. For the past fifteen years Nigeria has been having difficulty providing stable and reliable electricity supply to every nook and cranny of the country without success. Currently, there is no part of the country, which can boast of electricity supply for 24 hours a day except probably areas where government officials live. There have been cases whereby expensive household appliances such as refrigerators, deep freezers, computers and cookers have been damaged by upsurge in electricity supply after a period of power outage.

When electricity supply is not stable and constant, it is difficult to keep high-tech equipment such as computers functioning, especially under extreme weather conditions as obtained in Nigeria. The high levels of dust during the dry season in Nigeria has made electronic equipment to have short live span.

In Nigeria most inhabitant do not have access to electricity, thereby denying rural ECCE schools opportunity to benefit from the use of electronic equipment such as radio, television, video recorders and computers. The few Internet access available in Delta State is found in urban centers. These environmental realities are difficult to manage because fans, sealed rooms and stable electricity are lacking in many urban and rural areas.

Lack of Human skills

Nigeria do not only lack information infrastructure, it also lacked the human skills and knowledge to fully integrate ICT into ECCE education. To use information and communication technology (ICT) in ECCE schools in Nigeria, the need for well trained workers to install, maintain and support these systems cannot be over stressed. There is acute shortage of trained personnel in application software, operating systems, network administration and local technicians to service and repair computer facilities. Those who are designated to use computers in Nigeria do not receive adequate training, at worst, do not receive any training at all (Nwabuwe, Nwabuwe and Emuobonuvie, 2013).

In Nigeria, most Basic school teachers lack the skills to fully utilize technology in curriculum implementation hence the traditional chalk and duster approach still dominates in ECCE school pedagogy. Information transfer using ICT is minimal or non-existence in ECCE schools in Nigeria (Nwabuwe and Singer, 2014). ECCE school teachers in Nigeria need to be trained on educational technologies and the integration of computers into classroom teaching. They futher stated that “teachers need effective tools, techniques, and assistance that can help them develop computer based projects and activities especially designed to raise the level of teaching in required subjects and improve children learning.

Lack of relevant Software

There is no doubt that the ultimate power of technology is the content and the communication. Though, software developers and publishers in the developed countries have been trying for long to develop software and multimedia that have universal application, due to the differences in education standards and requirements, these products do not integrate into curriculum across countries. Software that is appropriate and culturally suitable to the Nigeria educational system is in short supply. There is a great discrepancy between relevant software supply and demand in developing countries like Nigeria. Nwabuwe and Singer (2014), there are clear indications from many countries that the supply of relevant and appropriate software is a major bottleneck obstructing wider application of the computer. Even if Nigeria tries to approach this software famine by producing software that would suit its educational philosophies, there are two major problems to be encountered. First, the cost of producing relevant software for the country’s educational system is enormous. Second, there is dearth of qualified computer software designers in the country. To overcome this, people need to be trained in instructional design.

Limited access to the Internet

In Nigeria there are few Internet providers that provide Internet gateway services to Nigeria educational system. Such Internet providers are made up of nigerians who are in partnership with foreign information and communication companies. Many of these companies provide poor services to customers who are often exploited and defrauded. The few reputable companies, which render reliable services, charged high fees thus limiting access to the use of the Internet. The greatest technological challenge in Nigeria is how to establish reliable cost effective Internet connectivity. In a country where only about 0.6% of the populace has home personal computers, the few reliable Internet providers who have invested huge sum of money in the business have a very small clientele. They have to charge high fees in order to recoup their investment in reasonable time. Nigeria has about 500,000 Internets subscribers (Nwabuwe, Nwabuwe, & Emuobonuvie, 2013). ECCE schools in Nigeria are not given adequate funds to provide furniture, requisite books, laboratories and adequate classrooms let alone being given adequate funds for high-tech equipment (computers) and Internet connectivity.

Conclusion

There is no doubt, that ICT is important in the development of quality teaching and learning in ECCE around the world, as well as a means for fundamental transformation into the existing school principles and practices for the preparation of children/pupils in meeting the innovations in the global arena. Achievements in the ICT penetration and usage in Nigeria ECCE education programs is dependent on the recognition of this importance, beyond policies and disjointed efforts at Instructional Technology application to education.The world is a global village. The present age of technological advancement has brought changes into virtually all human endeavour including the teaching and learning processes of ECCE. Acquisition of computer literacy skills as well as good face-value certificate in Computer Education is a sin-qua-non for all and sundry in enhancing the teaching of ECCE. This is also the case for the Nigerians. Promotion in places of works and securing a well-paid job are all attached to computer literacy, hence the society should get more enlightened through Computer Education and starting at this early years makes for better and lasting understanding.

Recommendations

There is need to consider how best to integrate specific ICT objectives and resources into the ECCE program. As the Internet becomes an important part of education and as literacy is redefined by the new technology, it will be mandatory that:

1. 1. Teacher preparation and staff development programs to acknowledge the convergence of the internet, instruction and to prepare teachers to integrate technology with curriculum.
   2. There should be an enabling environment for ECCE programs to strive toward producing highly qualified ICT literate teachers and ECCE educators that would assist in making the integration and usage of ICT in schools a success.
   3. For sustainable integration of ICT in education, funding and infrastructural issues should be addressed.

• Delta State need to develop a specific policy for ICT in education- a policy for ICT in education will help to locate Delta State in the emerging global knowledge based economy, coupled with strategic investment in education to enable greater productivity in the workforce.

1. The Ministry of Education should have a standard policy for stakeholders to have inputs to the process of defining a common vision for the systematic integration of ICT in the education system.
2. Early childhood education should be encouraged by the government by providing pre-primary educational facilities (classrooms, instructional materials, and equipment) needed for the success of the programme.

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Correspondents can be directed to:

IWERIEBOR, VERONICA, N

Department of Early Childhood Care and Education

COLLEGE OF EDUCATION, AGBOR

DELTA STATE

Phone No. +2348069802638

veronicaiweriebor@gmail.com

NWABUWE, HERIETTA IFEANYICHUKWU

Department of Early Childhood Care and Education

COLLEGE OF EDUCATION, AGBOR

DELTA STATE

Phone No. +2348065851

nwabuwehenrietta@gmail.com