Investigating the dynamics of learning among pre-primary learners at formal and informal settings in Akwa Ibom State, Nigeria

Abstract

In Nigeria, pre-primary education is designed for children between the ages of three and five. It has been observed that during this stage, majority of the children rarely speak clearly and intelligently, hence their ability to learn in school is problematic. In light of the problem highlighted, the purpose of the study is to explore the dynamics that influence learning among pre-primary school learners at the formal and informal settings. I adopted qualitative research methodology. In line with the qualitative methodology, interpretive paradigm was employed. Six teachers within the study area were purposively selected. For triangulation sake, six females whose children are between the ages of three and five were also selected for the study. Based on the nature of the data which was in narrative form, thematic analysis was used to analyse data. Key findings revealed that children’s readiness and willingness to learn significantly influence learning among learners at the pre-primary school level.In Nigeria, pre-primary education is designed for children between the ages of three and five. It has been observed that during this stage, majority of the children rarely speak clearly and intelligently, hence their ability to learn in school is problematic. In light of the problem highlighted, the purpose of the study is to explore the dynamics that influence learning among pre-primary school learners at the formal and informal settings. I adopted qualitative research methodology. In line with the qualitative methodology, interpretive paradigm was employed. Six teachers within the study area were purposively selected. For triangulation sake, six females whose children are between the ages of three and five were also selected for the study. Based on the nature of the data which was in narrative form, thematic analysis was used to analyse data. Key findings revealed that children’s readiness and willingness to learn significantly influence learning among learners at the pre-primary school level.