Project – School Readiness and Transition from Early Childhood Centres to Primary Education: A Study of Selected Pre-Primary Schools in Aba South Local Government Area, Abia State

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Early childhood is widely recognised as a critical period in human development because experiences during the first years of life influence children’s cognitive, language, physical, social and emotional development. The period from birth to approximately eight years represents an important developmental window during which children acquire foundational competencies that influence subsequent learning and adjustment. UNESCO (2024) notes that quality early childhood care and education provides an important foundation for school readiness, foundational learning and lifelong well-being. Similarly, UNICEF emphasises that high-quality early learning experiences contribute to children’s preparedness for school and improve their subsequent educational outcomes.

Early childhood education is therefore not simply a period of childcare or preparation for examinations; rather, it is a developmental and educational process through which children acquire the knowledge, skills, attitudes and dispositions required for successful participation in formal education. During this period, children develop language and communication skills, early literacy and numeracy, motor coordination, self-regulation, social competence, independence and the ability to interact appropriately with adults and peers. These competencies are particularly important because successful participation in primary education requires children to adapt to new routines, follow instructions, communicate their needs, work with others and engage with increasingly structured learning experiences. UNESCO (2025) identifies literacy, numeracy and social-emotional competencies as important components of foundational learning, with their development beginning in early childhood.

One of the major concerns in early childhood education is the concept of school readiness. School readiness refers broadly to the extent to which a child possesses the developmental competencies needed to participate successfully in school. It is a multidimensional concept rather than a narrow measure of whether a child can read, write or count before entering primary school. School readiness encompasses physical health and motor development, social and emotional competence, approaches to learning, language and communication, and cognitive development. It also involves the readiness of schools, families and communities to support children’s successful participation in education. Consequently, a child cannot be considered ready for school merely because he or she has acquired some academic skills; the child’s emotional maturity, ability to interact with others, capacity to follow routines, independence and willingness to learn are equally important.

The importance of school readiness is closely connected with the transition from early childhood centres to primary education. Transition represents a significant change in a child’s educational experience. A child moving from a pre-primary environment into primary school may encounter a larger classroom, new teachers, different rules, more formal instructional practices, longer periods of structured learning, greater expectations for independence and new social relationships. If the transition is appropriately managed, the child may experience continuity and confidence. If it is poorly managed, the child may experience anxiety, fear, withdrawal, behavioural difficulties, poor participation or difficulties adjusting to classroom expectations. Thus, transition should be viewed as a developmental process rather than merely the administrative movement of a child from one school level to another.

The Nigerian education system recognises the importance of early childhood education in preparing children for primary education. The National Policy on Education identifies Early Child Care Development and Education (ECCDE) as involving care, protection, stimulation and learning for young children and specifically identifies the need to facilitate a smooth transition from home to school and prepare children for primary education (Federal Republic of Nigeria [FRN], 2013/2014). The policy also emphasises the development of social, moral, cognitive, physical and creative competencies through developmentally appropriate experiences.

The Nigerian policy framework therefore provides a clear connection between early childhood education and children’s subsequent participation in primary education. The Federal Ministry of Education has also treated pre-primary education as part of basic education and recognised its contribution to children’s readiness for primary schooling. Government education statistics describe ECCDE and pre-primary education as involving developmental domains including cognitive, psychomotor, affective and social development, and acknowledge that early childhood education is intended to promote readiness for primary education.

The objectives of pre-primary education in Nigeria are particularly relevant to the present study. Among the objectives are preparing children for primary education, developing cooperation and team spirit, stimulating inquiry and creativity, promoting good habits and introducing children to basic concepts such as numbers, letters, colours, shapes and forms through play. These objectives indicate that pre-primary education is expected to provide a bridge between the child’s early experiences and the more formal demands of primary education.

However, the existence of a policy framework does not automatically guarantee effective implementation. Research on early childhood education in Nigeria has repeatedly identified challenges associated with policy implementation, teacher preparation, facilities, funding, quality assurance and the provision of developmentally appropriate learning experiences. Obiweluozor (2015), for example, examined the implementation of early childhood education policy in Nigeria and identified gaps between policy expectations and actual implementation. The study emphasised that although early childhood education is recognised as a foundation of the Nigerian educational system, challenges in implementation continue to affect the achievement of its objectives.

Ejieh (2006) similarly observed that the implementation of pre-primary education policy in Nigeria has faced several problems despite official recognition of the importance of the sector. Such problems are significant because weaknesses at the pre-primary level may affect the extent to which children acquire the competencies necessary for successful transition into primary education. Recent scholarship continues to report concerns about uneven implementation and the quality of early childhood education provision in Nigeria.

The issue of school readiness has become increasingly important because educational success in the early primary years depends partly on the competencies children bring with them into school. Children who enter primary school without adequate language, cognitive, social-emotional or self-regulation skills may experience difficulties participating effectively in classroom activities. Conversely, children who have developed appropriate foundational skills are more likely to understand classroom routines, interact effectively with teachers and peers, participate in learning activities and benefit from formal instruction.

School readiness, however, should not be understood as the responsibility of the child alone. The ecological nature of early childhood development suggests that children’s development is shaped by interactions among the child, family, school and wider environment. The quality of early childhood programmes, teacher-child relationships, parental involvement, learning materials, classroom environment and school policies can all influence children’s readiness. UNESCO (2022) emphasises that early childhood education can strengthen school readiness and reduce disparities between children from socially advantaged and disadvantaged backgrounds.

The quality of the pre-primary learning environment is consequently important. A developmentally appropriate pre-primary classroom should provide opportunities for play, exploration, communication, creative expression, social interaction and guided learning. Play is especially important because young children learn through active engagement with their environment. A systematic review by Kalinde, Mambwe, Sichula and Kaluba (2023) indicates that play-based pedagogies can contribute to school readiness and support children’s transition between early childhood and primary education.

Teachers constitute another important factor in school readiness and transition. Teachers in early childhood centres are expected to understand children’s developmental characteristics and use appropriate pedagogical strategies. Their ability to observe children, identify developmental needs, provide appropriate stimulation and support children’s emotional and social development can influence readiness for primary school. Where teachers place excessive emphasis on rote learning, copying, memorisation and premature academic pressure, children may acquire some narrow academic skills without developing the broader competencies required for successful adjustment to primary education.

The relationship between school readiness and academic development has also been examined in Nigerian contexts. Adeosun’s study of pre-primary school pupils in Egor Local Government Area of Edo State investigated school readiness as a correlate of pupils’ academic skills, demonstrating the relevance of readiness to children’s early academic development. This is significant for the present study because it suggests that readiness is not an abstract developmental concept but has practical implications for children’s performance within formal schooling.

Parents and families also play an important role in preparing children for school transition. Children’s early experiences at home influence language development, social behaviour, independence, attitudes towards learning and ability to follow routines. Parental involvement may include communicating with teachers, encouraging learning activities at home, discussing school experiences with children and helping children develop independence. A recent Nigerian study by Ogunna and Majebi (2025) examined parental factors as predictors of school readiness among nursery school children in Ibadan and highlighted the importance of parental factors in children’s readiness for school.

The transition from pre-primary to primary school is therefore best understood as a process involving several stakeholders. The child, parents, pre-primary teachers, primary school teachers, school administrators and education authorities all have roles to play. Effective transition may involve communication between pre-primary and primary teachers, sharing information about children’s developmental strengths and needs, orientation activities, gradual familiarisation with the primary school environment, parental engagement and continuity in curriculum and teaching approaches.

In Nigeria, however, there may be discontinuities between what children experience in pre-primary schools and what is expected of them in primary schools. For example, children may move from relatively play-oriented environments into classrooms characterised by more formal instruction, larger class sizes, stricter routines and greater academic expectations. Where there is limited coordination between the two levels, children may find the transition difficult. Such discontinuity can be particularly problematic for children who have limited prior experience of formal schooling or who require additional support.

The Nigerian context also presents challenges concerning access to quality early childhood education. UNICEF Nigeria reports that only about 35.6% of children aged 36–59 months receive early childhood education, while primary school attendance also remains a major concern. Although national statistics may vary over time and across states, the figures demonstrate that participation in early childhood education is not universal. Consequently, some children may enter primary education with substantially different early learning experiences.

The issue is particularly relevant in urban and semi-urban communities such as Aba South Local Government Area of Abia State. Aba South is characterised by substantial commercial and residential activities, with families having diverse socioeconomic backgrounds and varying access to educational services. The area has both public and private schools serving children from different social and economic circumstances. Differences in school ownership, teacher qualifications, class size, learning resources, parental involvement and educational practices may therefore produce differences in children’s readiness for primary education.

In selected pre-primary schools in Aba South, children may receive different forms of preparation for primary school depending on the philosophy, resources and practices of individual schools. Some schools may provide structured play, storytelling, practical activities, social interaction and early literacy and numeracy experiences, while others may emphasise academic drills and written exercises. These differences may affect the extent to which children develop holistic school-readiness competencies.

Another concern is whether parents and teachers adequately understand the multidimensional nature of school readiness. Some parents may interpret readiness primarily in terms of a child’s ability to read, write and perform basic arithmetic. While these skills are important, they do not represent the entirety of school readiness. A child who can read simple words but cannot communicate appropriately, interact with peers, follow instructions, regulate emotions or function independently may still experience difficulty during the transition to primary school.

The role of the receiving primary school is equally important. A school that recognises children’s developmental differences and provides orientation, supportive classroom routines and responsive teaching may facilitate successful transition. Conversely, a school that assumes all new entrants possess similar skills may create difficulties for children who need additional support. Thus, transition should involve not only preparing children to fit into schools but also preparing schools to receive children with diverse backgrounds, abilities and developmental profiles.

International evidence reinforces this perspective. UNESCO defines early childhood care and education as a broad, multisectoral approach covering health, nutrition, education, child protection and social policy, and explicitly includes transitions into primary education within the ECCE continuum. The organisation further identifies school readiness as one of the important outcomes of quality ECCE. The 2024 UNESCO-UNICEF global report similarly stresses that inclusive and quality ECCE is essential for school readiness and foundational learning, while noting persistent inequalities in access to early childhood opportunities.

The economic and social importance of investing in early childhood education has also been demonstrated by developmental and economic research. Heckman (2011) argues that investments in early childhood development can generate substantial long-term benefits because early skills provide a foundation for the development of later skills. Such findings reinforce the argument that preparing children adequately for formal education is not merely an immediate educational concern but an investment in human development.

The transition to primary education is consequently a critical point at which weaknesses in early childhood provision may become visible. Children who have not acquired adequate foundational skills may struggle with the demands of primary education, potentially resulting in poor academic performance, low classroom participation, behavioural difficulties, repetition or disengagement. On the other hand, a supportive and well-managed transition can promote children’s confidence, sense of belonging, continuity of learning and positive attitudes towards school.

Despite the recognised importance of school readiness and transition, there remains a need for context-specific investigation into how these processes operate in particular communities. Much of the discussion of early childhood education in Nigeria focuses on access, policy implementation, infrastructure and teacher-related challenges, while fewer studies examine the relationship between the readiness developed within specific pre-primary settings and children’s transition into primary education within particular local government areas. This creates a need to examine the situation in Aba South Local Government Area.

It is against this background that this study focuses on School Readiness and Transition from Early Childhood Centres to Primary Education: A Study of Selected Pre-Primary Schools in Aba South Local Government Area, Abia State. The study seeks to examine the level of school readiness among children in selected pre-primary schools, identify factors influencing their readiness, assess the nature of their transition into primary education and determine whether school readiness is significantly associated with successful transition. The study is expected to provide evidence that can assist teachers, parents, school administrators and education authorities in improving early childhood practices and strengthening the continuity between pre-primary and primary education.

1.2 Statement of the Problem

The transition from early childhood education to primary education is one of the most significant changes in a young child’s educational experience. Ideally, children completing pre-primary education should possess adequate cognitive, language, physical, social and emotional competencies to enable them to participate successfully in primary school. Similarly, primary schools should provide supportive environments capable of receiving children with different developmental backgrounds. However, the reality in many educational settings may differ from this ideal.

In Nigeria, government policy recognises pre-primary education as an important foundation for basic education and specifically identifies preparation for primary education and smooth educational transition as major objectives. Nevertheless, evidence on early childhood education policy implementation suggests that gaps continue to exist between policy intentions and actual practices. Obiweluozor (2015) identified implementation challenges affecting early childhood education in Nigeria, while subsequent studies have continued to draw attention to problems relating to quality, provision and implementation.

A major problem is that children do not necessarily enter primary education with the same level of readiness. Some children may have attended well-resourced pre-primary schools where they received appropriate play-based learning, language stimulation, social interaction and opportunities for independent learning. Others may have attended centres with limited learning materials, inadequate facilities, overcrowded classrooms or insufficiently trained teachers. Some children may also have had little or no formal early childhood education before entering primary school. These differences can result in substantial variations in children’s preparedness for primary education.

Another problem concerns the way school readiness is sometimes interpreted. There is a tendency for readiness to be measured predominantly in terms of early academic abilities such as reading, writing, counting and recognition of letters and numbers. Although these competencies are relevant, an exclusive emphasis on them may overlook children’s social-emotional development, physical coordination, self-regulation, communication skills, independence and ability to adapt to classroom routines. Such a narrow understanding of readiness may result in children being considered academically ready while still experiencing considerable difficulty adjusting socially and emotionally to primary school.

The transition process itself may also be problematic. A child moving from a pre-primary classroom to primary school may encounter differences in teaching methods, classroom organisation, teacher expectations, school routines and peer relationships. Where there is limited communication between pre-primary teachers and primary teachers, important information about children’s strengths, weaknesses and developmental needs may not be transferred. Consequently, primary teachers may have limited knowledge of the children’s previous learning experiences and may be unable to provide appropriate transitional support.

Parental involvement presents another concern. Some parents may place strong emphasis on academic achievement while paying less attention to social, emotional and self-help skills. Others may have limited information about what constitutes school readiness or may not be sufficiently involved in the transition process. Where parents, pre-primary teachers and primary school teachers do not communicate effectively, opportunities for supporting children during transition may be lost.

The quality and preparedness of teachers may further complicate the problem. Early childhood teachers require specialised knowledge of child development and appropriate methods for teaching young children. Where teachers lack adequate training or professional development, teaching may become excessively formal and teacher-centred. Such approaches may limit opportunities for play, exploration, communication and social interaction that are important for holistic readiness.

There is also concern about the continuity between pre-primary and primary curricula. Although pre-primary education is intended to prepare children for primary education, differences in curriculum implementation and classroom practices may create a discontinuity in children’s learning experiences. A child accustomed to learning through play, practical activities and exploration may suddenly be exposed to highly formal lessons, copying, homework and rigid classroom routines. Without appropriate transitional arrangements, this change may generate anxiety and reduce children’s enthusiasm for learning.

The problem is particularly relevant to Aba South Local Government Area because the area contains diverse educational institutions and families with different socioeconomic circumstances. The existence of both public and private pre-primary schools may mean that children receive varying levels of educational preparation before entering primary education. However, there is insufficient locally specific evidence concerning the extent to which children in selected pre-primary schools in Aba South possess the competencies necessary for successful transition and the factors that facilitate or hinder such transition.

Furthermore, while studies in other Nigerian locations have examined school readiness and related factors, findings from one geographical area cannot automatically be generalised to Aba South Local Government Area because early childhood education practices, school resources, parental involvement and teacher characteristics may differ from one community to another. For example, a study in Edo State cannot adequately explain the specific circumstances affecting children in Aba South, Abia State. The need for local evidence therefore constitutes an important justification for this study.

The consequences of inadequate school readiness and poorly managed transition can be significant. Children may experience difficulty adjusting to primary school routines, anxiety, weak classroom participation, poor peer relationships and early academic difficulties. Over time, persistent difficulties may contribute to repetition, low achievement, disengagement from learning and negative attitudes towards schooling. UNESCO has emphasised that quality early childhood education contributes to school readiness and foundational learning, reinforcing the importance of addressing weaknesses before or at the point of entry into primary education.

The central problem, therefore, is that although pre-primary education is expected to prepare children for primary education, it is not sufficiently clear whether children in selected pre-primary schools in Aba South Local Government Area are adequately prepared across the major dimensions of school readiness, nor whether the nature and quality of their readiness are associated with their transition into primary education. There is also insufficient evidence on the specific school, teacher, parental and environmental factors that may influence the transition.

This study consequently seeks to investigate school readiness and transition from early childhood centres to primary education among children in selected pre-primary schools in Aba South Local Government Area, Abia State. The study is intended to provide empirical evidence that can help identify gaps in current practices and contribute to the development of more effective strategies for preparing children for primary education.

1.3 Purpose of the Study

The main purpose of this study is to examine school readiness and the transition from early childhood centres to primary education among children in selected pre-primary schools in Aba South Local Government Area, Abia State.

Specifically, the study seeks to:

1. examine the level of school readiness among children in selected pre-primary schools in Aba South Local Government Area;
2. determine the major dimensions of school readiness demonstrated by children in the selected pre-primary schools;
3. examine the factors influencing children’s readiness for transition to primary education;
4. assess the nature of children’s transition from selected pre-primary schools to primary education

1.4 Research Questions

The following research questions will guide the study:

1. What is the level of school readiness among children in selected pre-primary schools in Aba South Local Government Area?
2. What major dimensions of school readiness are demonstrated by children in the selected pre-primary schools?
3. What factors influence children’s readiness for transition to primary education?
4. What is the nature of children’s transition from selected pre-primary schools to primary education?

1.5 Research Hypothesis

The following null hypothesis will be tested at 0.05 level of significance:

H₀: There is no significant relationship between school readiness and successful transition from early childhood centres to primary education among children in selected pre-primary schools in Aba South Local Government Area, Abia State.

1.6 Significance of the Study

The study will be significant to children, parents, teachers, school administrators, education authorities, researchers and future scholars.

Children

The ultimate beneficiaries of effective school readiness and transition practices are children. The findings may help draw attention to the developmental competencies that children need before entering primary education. By identifying areas in which children may require additional support, schools and parents can provide appropriate interventions that improve children’s confidence, participation and adjustment.

Parents

The study will help parents understand that school readiness extends beyond the ability to read, write and count. Parents may gain greater awareness of the importance of language development, independence, social skills, emotional regulation, physical development and positive attitudes towards learning. The findings may also encourage parents to become more actively involved in preparing their children for primary education.

Pre-Primary Teachers

The findings may help pre-primary teachers understand the specific competencies children need before entering primary school. The study may encourage teachers to adopt more developmentally appropriate approaches, including play, storytelling, practical activities, group interaction, guided discovery and activities that promote self-regulation and independence.

Primary School Teachers

Primary school teachers may benefit from the study because it can provide information about the challenges children experience when moving from pre-primary education into primary school. The findings may encourage teachers to adopt child-friendly approaches during the first years of primary education and provide additional support to children who require assistance.

School Administrators

School administrators may use the findings to review transition practices, curriculum implementation, teacher preparation and parent-school communication. The study may encourage stronger linkages between pre-primary and primary sections within schools and improve the continuity of children’s learning experiences.

Government and Education Authorities

The findings may provide useful information for education planners and policymakers in Abia State and Nigeria. The study may help education authorities identify areas requiring greater attention, including teacher training, learning resources, curriculum implementation, monitoring and transition policies. This is important because Nigerian policy already recognises the role of pre-primary education in preparing children for primary education.

Researchers

The study will add to existing literature on early childhood education, school readiness and educational transition in Nigeria. It may also provide a basis for future studies examining school readiness in other local government areas, states or educational settings.

Future Scholars

Future researchers may use the findings as a reference for comparative studies involving public and private schools, different geographical locations, parental involvement, teacher competence, curriculum continuity and children’s academic performance after transition.

1.7 Scope of the Study

The study focuses on school readiness and transition from early childhood centres to primary education. Geographically, the study will be limited to selected pre-primary schools in Aba South Local Government Area of Abia State.

The content scope will focus on major dimensions of school readiness, including:

• cognitive and early academic readiness;
• language and communication readiness;
• social and emotional readiness;
• physical and motor readiness;
• self-regulation and independence;
• attitudes and approaches to learning; and
• children’s adjustment to primary school routines.

The study will also examine factors that may influence transition, including teacher-related factors, school environment, learning resources, parental involvement and continuity between pre-primary and primary education.

The study will not attempt to cover all early childhood centres or all primary schools in Abia State. Its conclusions will therefore be interpreted within the context of the selected schools and the study area.

1.8 Operational Definition of Terms

Early Childhood Education

Early childhood education refers to organised educational and developmental experiences provided for young children before or around the beginning of formal primary education, with emphasis on holistic cognitive, physical, social, emotional and language development.

Early Childhood Centre

An early childhood centre refers to an educational setting that provides care, stimulation, learning and developmental experiences for young children before their entry into formal primary education.

Pre-Primary School

Pre-primary school refers to an organised educational level designed to prepare young children for entry into primary education through developmentally appropriate learning experiences.

School Readiness

School readiness refers to the extent to which a child possesses the cognitive, language, physical, social, emotional, self-regulatory and learning-related competencies required to participate successfully in primary education.

Transition

Transition refers to the process through which a child moves from an early childhood or pre-primary educational setting into primary education and adjusts to the new school environment, routines, teachers, expectations and learning experiences.

Primary Education

Primary education refers to the formal stage of basic education that follows pre-primary education and provides foundational academic, social and developmental learning experiences for school-age children.

Transition Readiness

Transition readiness refers to the degree to which a child is prepared to cope with the academic, social, emotional and behavioural expectations associated with entering primary school.

Parental Involvement

Parental involvement refers to parents’ participation in activities and practices that support children’s development, learning and successful movement from pre-primary education into primary school.

Teacher Preparedness

Teacher preparedness refers to the knowledge, skills, professional training and instructional competence that enable teachers to support children’s development, school readiness and transition.

Learning Environment

Learning environment refers to the physical, social, emotional and instructional conditions within which children learn, including classroom space, learning materials, teacher-child interaction, safety and opportunities for play and exploration.

1.9 Organisation of the Study

The study will be organised into five chapters.

Chapter One presents the introduction, background to the study, statement of the problem, purpose of the study, research questions, research hypothesis, significance of the study, scope of the study and operational definition of terms.

Chapter Two will review relevant literature related to school readiness and transition from early childhood education to primary education. It will cover the conceptual review, theoretical framework, empirical review and summary of the reviewed literature.

Chapter Three will present the methodology of the study, including research design, area of the study, population, sample and sampling technique, research instrument, validity and reliability of the instrument, method of data collection and method of data analysis.

Chapter Four will present and analyse the data collected from respondents in relation to the research questions and hypothesis.

Chapter Five will contain the summary of findings, conclusion, recommendations and suggestions for further studies.

Project – School Readiness and Transition from Early Childhood Centres to Primary Education: A Study of Selected Pre-Primary Schools in Aba South Local Government Area, Abia State