INDIGENOUS AFRICAN TOOLS FOR MEASURING EARLY CHILDHOOD ENVIRONMENT AND LEARNING QUALITY IN BASIC SCHOOLS IN KOSOFE LOCAL GOVERNMENT AREA OF LAGOS STATE, NIGERIA

Abstract

The quality of the early childhood learning environment significantly impacts the cognitive, social, and emotional development of children. However, existing assessment tools for measuring early childhood education quality in Nigeria are largely based on Western models, which may not fully align with the cultural and contextual realities of indigenous African learning settings. This study identified the use of indigenous African tools for measuring early childhood environment and learning quality in basic schools in Kosofe Local Government Area of Lagos State, Nigeria. The population comprised early childhood educators, and a sample of 300 teachers was selected using a stratified random sampling technique. The study was guided by two research questions and one hypothesis. A structured questionnaire titled ‘Indigenous African Tools for Measuring Early Childhood Environment and Learning Quality’ (IATMECELQ) consisting of ten item statements was used for data collection. Data were analysed using descriptive statistics such as frequency counts, percentages, and mean scores, while the hypothesis was tested using inferential statistics. The findings revealed that indigenous African tools, including oral storytelling, community involvement, and traditional observational techniques, play a crucial role in assessing early childhood education quality. However, these tools were underutilised due to a lack of standardisation and formal recognition. The study recommended the integration of culturally relevant assessment methods into Nigeria’s early childhood education framework to improve learning outcomes and policy implementation.