ATTITUDES OF UNIVERSITY STUDENTS TOWARDS THE STUDY OF EARLY CHILDHOOD EDUCATION IN HIGHER INSTITUTIONS IN PLATEAU STATE

This study investigated the attitudes of university students towards the study of Early ChildhoodEducation (ECE) in higher institutions in Plateau State, Nigeria. The objectives were to examine students’general attitudes toward ECE, their understanding of its purposes, perceptions of teacher competenceand training, preferred teaching methods, awareness of government policies, and the challengesinfluencing these attitudes. A descriptive survey design was adopted, and data were collected throughstructured questionnaires administered to undergraduate students offering Early Childhood Education. The data were analyzed using descriptive statistics, and the results were discussed in relation to existingliterature. The findings revealed that students generally hold positive attitudes toward Early Childhood Education,recognizing its importance in laying a solid foundation for cognitive, social, moral, and emotionaldevelopment in children. Respondents demonstrated awareness of the major purposes of ECE andexpressed preference for child-centered teaching approaches such as play-based and discoverymethods. Students also acknowledged the role of teacher competence and professional training inshaping the quality of early childhood instruction. However, concerns were raised regarding poorremuneration, inadequate training opportunities, and limited societal recognition of ECE professionals. Furthermore, while many respondents were aware of government initiatives such as the Universal BasicEducation (UBE) program, they noted persistent challenges in implementation, including insufficientfunding, infrastructure, and trained personnel. The study concluded that although students’ attitudes toward ECE are largely positive, persistentchallenges such as low professional prestige, weak policy implementation, and inadequate incentivescontinue to affect perceptions negatively. It is therefore recommended that government andstakeholders strengthen awareness campaigns, provide adequate funding, improve teacher trainingopportunities, and enhance professional incentives to sustain and build upon students’ favorableattitudes toward Early Childhood Education in Nigeria.