222 Journal of Teacher Perspective, Volume 10 No. 1, December, 2015: ISSN 2006-0173 BASIC ISSUES IN ACCOMPLISHMENT OF QUALITY EARLY CHILD EDUCATION IN NIGERIA T. E. Atakpo Department of Educational Administration and Policy Studies, Delta State University, Abraka, Delta State. Abstract Early Childhood Education (BCE) is the education of children from birth to age eight. The justification for providing adequately for the childhood years lies in the recognition and acceptance of the assumption that early learning influences later learning, that favorable environment and competent adult are essential for early learning and that the educational potentials of the early years of a child are too great to waste (Osanyin, 2012). There is however a wide gap between the justification for providing adequately and qualitatively for the childhood years and the realities on ground. Certain factors responsible for this are identified and discussed. They include teacher development, poor funding, poor staff conditions, poor state of infrastructure and facilities, environmental factors, increased attendance rate and other factors like inadequacy of appropriate instructional materials, structure and management of public BCE institutions and primary schools. Their effect on the quality of Early Childhood Education are highlighted and the way forward is discussed. Early Childhood Education (ECE) refers to educational programmes serving children from birth to age eight and their families. Also Early Childhood Education (ECE) is a field of study designed to prepare professionals for working directly or indirectly with children from birth to age eight and their families (Darragh, 2010). This paper therefore focuses on the education of children from birth to 8years or prekindergarten through primary three. The justification for providing adequately for the childhood years lies in the recognition and acceptance of the assumptions that early learning influences later learning that favourable environment and competent adults ar essential for early learning and that the educational potentials of the early years of a child are too great to waste (Osanyin, 2012). Janguza, Dodo and Mahrnud (2012) stated that schools should be d friendly by aiming to develop a ning environment in which children motivated and are able to learn; coming, concerned and attend to the tli, social and emotional safety es of the children It is stated in the child-friendly)ol manual that the Millennium development Goal (MDG 2)- is not just erned, with getting children into ‘ol but also to improve the overall ity of