PARENTAL ROLES AND EARLY CHILDHOOD EDUCATION FOR SUSTAINABLE DEVELOPMENT IN CALABAR EDUCATION ZONE, CROSS RIVER STATE, NIGERIA

Abstract

This study determined the relationship between parental role and early childhood education for sustainable development in Calabar education, Cross River State, Nigeria. One research hypothesis was formulated to guide the study. Correlational research design was adopted for the study. The stratified and simple random sampling techniques were employed to select a sample of 592 primary six pupils from a population of 5,918 for the study. A questionnaire titled “Parental Role and Early Childhood Education Questionnaire (PRECEQ)" developed by the researcher was used in collecting data. Multiple Regression statistical analysis was used to test the hypotheses at .05 level of significance and 591 degrees of freedom. The results of the statistical analysis from the hypothesis showed that; parental roles, significantly predicts early childhood education for sustainable development in Calabar Education Zone, Cross River State, Nigeria. Based on the finding, it was recommended among others that school counsellors should create awareness on parental roles in early childhood education for sustainable development. Government and non-governmental organizations should organize town hall programmes that will educate parents on their involvement in their wards education so as to allow parents to monitor school and classroom activities. Parents and guidance should ensure a cordial interaction with their wards at home.