TRADITIONAL AFRICAN PHILOSOPHY OF EARLY CHILDHOOD EDUCATION: IMPLICATIONS FOR EDUCATION IN NIGERIA

Abstract

This paper evaluates the traditional African philosophy of early childhood education, and its implications for education in Nigeria. The paper explores the relevance inherent in African traditional philosophy of childhood education. It is no doubt that every society’s educational system is sustained by certain philosophical outlooks and early childhood education is not exempted. Noted that prior to western education in Nigeria, there had been an already existing philosophy of African indigenous education. This educational philosophy was relevant enough to have met the needs of the growing African societies. The system of education was highly pragmatic and geared towards a philosophy of functionalism and productivity. The curriculum although not written but was comprehensive. The learners were taught the core values of the society and moral education was at the peak of it all. This paper tries to ensure that the Nigerian system of education adopts the traditional African educational ideas, blend them into the present day theory and practice of education and ensure a balanced education for the Nigerian child. Based on the discussion, the paper therefore makes relevant recommendations.