Abstract
This paper examines the dangers and problems inherent in the prevalent practice of introducing academic work into Nigeria Nursery School Curriculum. The paper presents research data from the fields of developmental psychology and education, which establish that nursery school children are not developmen‐tally ready for academic work. Similarly data on the objectives of nursery education are used to establish that nursery school is not an ideal setting for the teaching of academic skills as stated in the National Policy on Education. The paper concludes with a number of proposals on how to develop a virile Nursery Education practice in Nigeria which provides adequately for the socio‐cultural peculiarities in the lives of Nigerian Pre‐School children.
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