SUPPORT SERVICES ON QUALITY OF EARLY CHILDHOOD EDUCATION (ECE) PROGRAMS IN KWARA STATE, NIGERIA: A MIXED-METHOD APPROACH
DOI:
https://doi.org/10.5281/zenodo.14294086Keywords:
Support Services, Early Childhood, Education, QualityAbstract
This study investigates the impact of support services on the quality of early childhood education (ECE) programs in Kwara State, Nigeria. The research utilized a mixed-methods approach, combining interviews with 20 participants and a survey of 364 respondents to gather comprehensive data on the topic. The interviews provided qualitative insights into the perceptions and experiences of key stakeholders, including parents, teachers, administrators, and policymakers, regarding the role of support services in ECE. The survey, on the other hand, collected quantitative data to assess the availability, accessibility, and effectiveness of support services in ECE programs. The findings reveal that support services such as health services, nutrition services, parental involvement, professional development for teachers, and monitoring and evaluation play a crucial role in enhancing the quality of ECE programs in Kwara State. Participants highlighted the importance of access to healthcare, nutritious meals, and opportunities for parental engagement in improving children's learning outcomes. Additionally, professional development for teachers and regular monitoring and evaluation were identified as key factors in ensuring the effectiveness of ECE programs. The study underscores the importance of prioritizing support services in ECE programs to enhance their quality and impact on children's development. The findings have implications for policymakers, educators, and stakeholders involved in ECE, highlighting the need for targeted interventions and policies to improve support services and ultimately enhance the quality of ECE programs in Nigeria.