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.