I love it when the nursery school next door to me is in session.
For me, there is nothing as exhilarating as the spontaneous shouts and screams
of pre-primary school children playfully competing with one another to achieve
higher decibels of noise! Watching them heightens my amateur analysis of
behavioural patterns. Yet, I am eventually always saddened by how these
children are being short-changed in the name of education.
The start of the new school year is most eventful. The new
pupils; well groomed and smartly dressed in their new uniforms, arrive looking
uncertain and timid, holding on tightly to their parent’s hands. Most burst
into tears as the parents depart and some continue this regime and howling for
the better part of the school day. After a few days, or even weeks, during
which the teachers comfort, pet or outright ignore them, they calm down and no
longer feel strange and lost in the midst of their fellow pupils and teachers,
who really are total strangers to them.
Social status
By the middle of the first term, it is now the duty of maids or
servants to bring them to school and collect them after school. These maids and
houseboys are wonders in themselves. Most often, they are pre and early teenage
children themselves. They can be loving and equally brutal to their wards. They
coax them, carry their over-sized schoolbags, grab their biscuits and soft
drinks, slap and shove them whenever the mood takes them. Their actions are
sweet revenge for their frustration and lingering stigma of never having been
sent to formal schools and for the physical abuse and deprivation they daily
suffer from the children’s parents! Nevertheless, a strong though strange human
bond is noticeable between the maids and their young wards – an effervescent
oscillation between tender peer-love as children and hate based on social
status.
Young teachers
The teachers themselves are another marvel. Mostly female, their
turnover rate is alarming. A new set seems to appear every school year and they
are younger and younger every time around. I wonder where all the matronly
mother-figure teachers of yesteryears have gone. Do we still have teachers who
have taught parents and their children in the same school or older brothers and
sisters in the same class?
It is this mix of teachers, their teaching technique, lesson
contents and available facilities that intrigue and disturb me. Can some of
these baby-teachers of today do more than inflict permanent mental damage on
these innocent nursery school children?
In our days, the routine was, “Good morning, children,” and we
responded in unison, “Good morning, Teacher” or “Good morning, Mrs Osula,” to a
very caring woman we all genuinely accepted as our ‘second mother.’ Now, the young
teachers deceive the children and aggressively insist that they call them
‘Aunty.’
Religious fervour
Not long ago, the set of teachers at the nursery school, were
passionate born-again Jesus freaks. Morning assembly, consisted of frenzied
dance and clap sessions during which two, three and four-year old children
mumbled after their teacher songs about “my darling Jesus… so handsome and
powerful” or “winner ooh winner, kpatakpata Jesus will win, winner.” The sole
mission of these teachers, it seemed, was to catch young souls early and
‘rescue’ them from the lurking ,dangerous devil. These daily displays of
religious fervour baffled me and left me wondering whether these young and
obviously concerned teachers knew any simple educative nursery rhymes, or
whether they thought nursery rhymes were corruptive devil songs.
International schools
Strangely enough, a new dimension of nursery rhymes was
introduced not too long ago. These were nursery rhymes in French! How on earth
these nursery school children were supposed to know the meaning of the
‘strange’ songs they sang along with, still beats my imagination. But then, the
real idea of introducing French nursery rhymes is to give the school the
elevated status of ‘an international school’ as is the vogue now!
At playtime, these teachers are indifferent, as the kids shove,
push and try to climb the few swings in the playground. It is usually a very
rowdy scene; with the bullies terrorising the meek; the disorderly children
impatient to enter the play tunnel; many of them from the wrong end and some
even climbing dangerously on top. Amazingly, these children intuitively behave
like their elders; Nigerians, struggling to board buses or aeroplanes!
Minimal teaching aids
I know by deduction that there are minimal teaching aids
available in the nursery school. The children do not have crayons, clay or
plastercine to play with and bring out the latent creative talents in them or
help them appreciate basic form and beauty. Rather, they learn by rote. “One, two,
teari (for three,” they shout and repeat after their teacher. “What number is
this?” the teacher asks them, instead of “What is this number?” Then they go
into another routine of “A for Apple, B for Ball, C for Cat…”
An old retired teacher; a woman who taught at primary school
level for over 40 years, once told me that the best trained teachers are
supposed to teach kindergarten children so as to mould their tender minds
properly and lay the right foundation for their future education. Now that education
in Nigeria has become big lucrative business and, private nursery schools in
particular, are mushrooming uncontrollably like Pentecostal churches, I am
puzzled whether the various Ministries of Education in the country have an
approved official curriculum for them. I also wonder whether there are
Inspectors of Education who visit nursery schools regularly to assess them.
Meanwhile, in this ‘age of miracles’ I am patiently waiting to hear one of
these nursery school children shout, some day, “Aunty, don’t teach me
nonsense!”