by CHAPTER ONE
INTRODUCTION
Background of the Study
Education is a comprehensive and complex process aiming at bringing about not only change in knowledge and skill but also change in attitudes, behaviour, values, needs and several other variables which are psychological and behavioural in nature. As the human beings become conscious about the things in their environment, their needs increased and with the increased needs, the problem of adjustment takes place in the society (Srivastava, 2018). The realization that preschool guidance and counseling promotes positive learning skills and experiences and thus influences later academic attainment of pupils has led to the inclusion of guidance and counseling programs in a number of elementary institutions. Preschool guidance and counseling is designed to instill discipline and inculcate knowledge on the children to prevent low level of intellectual performance that are found in disadvantaged children as early as two or three years of age (Sink and Stroh, 2019).
Guidance and Counseling is the provision of assistance to students both individually and in groups on the problems faced so that students can be independent and develop optimally. Guidance and counseling in education has a very important goal that is to develop the potential owned and independent students. (Gabriel, 2020) Children in early childhood education or in early grade primary schools also desperately need counseling and guidance services, as such services have become a trend if supported by adequate programs that provide opportunities for optimal growth of learners beyond the usual learning programs in schools. Guidance and Counseling Services are a systematic and thorough process of providing assistance and facilitating the likelihood of developing learners to understand themselves, recognize them, and develop their full capacity for future happiness in life. According to Egbo (2015) in the early stages of child growth, the need for knowledge by families and schools. At this stage, primary schools seek to improve children’s adjustment, as well as preparing for secondary school. Guidance and Counseling is essential to meet the academic, vocational, personal and social needs of children. Through this, children are enabled to develop a positive self-image and actualize the need for future adaptation of students. The desired abilities, skills and personality are utilized through an effective Guidance and Counseling program at the primary school level. This is done to achieve the goals and objectives of basic education. Thus, the role and function of counseling and guidance at the primary school level is essential. Students’ abilities, skills and personality are shaped at the primary school level. There needs to be implementation and guidance and counseling guides at the primary school level.
Preschool guidance and counseling programs is therefore aimed at assisting pupils to harmonize their abilities, interests and values, thereby enabling them to develop their potentials fully. It therefore, prepares children for the acquisition of effective learning skills and experiences during their early years of development and thus facilitates the development of a clearer focus and sense of direction, by helping children in resolving academic challenges such as test anxiety, emotional and psychosocial problems (Cheek, Bradley, Reynolds, and Coy, 2022). These skills and experiences, ones imparted creates a lifelong memory and overwhelming sense of self-realization and thus makes a child exceptionally different in all ramifications. Several studies have reported that preschool guidance and counseling through pre-school participation has considerably improve children’s performance in cognitive tests of pre-reading and reading skills, pre-writing and spelling skills, mathematics reasoning and problem-solving abilities. This is because Children that receive preschool guidance and counseling through pre-school develop better language skills, score higher in school-readiness tests and have better social abilities and less behavioral challenges once they are admitted into the primary school (Thaibat, 2016). Children having special challenges such as severe mental retardation may not be able to complete their primary school education due to their peculiar challenge, but appropriate guidance and counseling will assist such children in developing useful learning skills as early as possible. Hence, preschool counseling is indispensable in the modification of antisocial behaviors such as anger, disturbance and violence as well as career prospects.
The school is one of the major socialization institutions for any child. It is the child’s first contact with the world outside the house. For nearly 12 years a child spends 5 to 7 hours a day in the school. School is one the most important foundation pillars on which the child’s personality develops. Children learn proficiencies in various abilities like, learning process and home work, social communications, handling emotion, and the management of day to day interactions at home and school. In reality, the growing child is dependent on the immediate environment i.e. the house and the school to meet his growth needs. The concern, therefore extends to how the school facilities can be enhanced and improved to meet the growth needs of the children (Raju & Rahamtulla, 2017) The development of social skills during preschool is essential for lifelong learning, emotional regulation, and interpersonal relationships. In recent years, increasing attention has been given to the role that school counseling services can play in supporting this critical aspect of development, even at the preschool level. Social skills such as sharing, cooperation, empathy, and self-control are foundational for children’s readiness to learn and succeed in group settings, including classrooms (Green, 2020). Preschool-aged children are at a developmental stage where they begin to navigate peer relationships, interpret social cues, and manage emotions with growing independence. However, not all children acquire these skills at the same rate, and some may require additional support. School counseling services, traditionally associated with older students, are now being recognized for their potential benefits in preschool education settings. These services can help identify developmental delays, provide behavioral interventions, and work collaboratively with teachers and parents to reinforce positive social behaviors (Thomas & Adegoke, 2021).
Statement of the Problem
Preschool guidance and counseling has often been neglected by most parents who are always engaged with their work and other activities to meet the needs of the family. As such, they expect the school to teach, counsel, redirect and instill discipline into their children. But unfortunately, only few elementary institutions, deems it necessary to incorporate childhood guidance and counseling program in the early stages of a child’s education. However, it is evident that most elementary institutions do not have an established counseling unit in their schools to assist in molding behavioral adjustment and redirecting pupils to develop their intellectual potentials for effective learning skills and quality preschool education. In Calabar metropolis, the situation is not different from other areas, where there are no counseling units at all in elementary institutions to help pupils resolve their psychological, emotional and academic challenges.
Social skills are fundamental to a child’s ability to form healthy relationships, regulate emotions, and succeed in a learning environment. In preschool, these skills serve as the building blocks for future academic achievement and personal development. However, many preschool pupils in Ekiti State exhibit challenges in areas such as cooperation, empathy, communication, and self-regulation skills critical for successful integration into school life. While school counseling services are intended to support children’s social, emotional, and behavioral development, their presence and effectiveness in preschool education settings, especially in Ekiti State, remain limited and under-researched. In many cases, preschool institutions either lack professional counselors entirely or do not fully integrate counseling programs into their preschool curriculum. This gap may result in missed opportunities for early intervention that could help preschoolers overcome social or behavioral challenges before they escalate in later years.
