The Influence of Prenatal, Home and Environmental factors on Learning Outcomes of Pre-Primary School Children

Abstract

The positive influence of early childhood education on school readiness and the rise in maternal employment have made pre-primary education a norm in many nations, Nigeria inclusive. Most children of 2 to 5 years, especially of working mothers, attend a regulated early education service in Nigeria (Abolarin, 2014). Pre-school services play an important role in child development by giving children an opportunity to engage in a range of educational and social activities. Moreover, pre-school education could have positive influences in children's affective, conceptual and social development in subsequent years (Gormley, Gaver, Phillips & Dawson, 2005). Inspite of these positive influences, various emotional, adjustment and academic problems are noticed in pre-school pupils (Tombowa, 2013). To realize the benefits of pre-school education, this paper discusses the influence of prenatal, home and environmental factors on learning outcomes of pre-school children. Major recommendations made include the need for government to strengthen intensive care services of expectant mothers and the quality control structures of pre-school education to maintain very high standards.