European Journal of Educational Sciences Volume 1 Number 4,2013 ISSN2053-9746 EMPOWERMENT SUPPORT INITIATIVE KINDERGARTEN EDUCATION IN RIVERS STATE OF NIGERIA: 2008-2012 Prof. A. O. I. Gabriel Institute of Foundation Studies Rivers State University of Science and Technology Port Harcourt, NIGERIA CITATION: Gabriel, A. I. O. (2013). Empowerment support initiative kindergarten education in rivers state of Nigeria: 2008-2012. European Journal of Educational Sciences, 1 (4), 1-11. ABSTRACT Empowerment Support Initiative (ES1)· is a non-profit and non-governmental organization in Rivers State, Nigeria that has spearheaded the provision of tuition, medical and one day meal free kindergarten education in the rural communities that have benefited masses of children from poor families and who are vulnerable, marginalized and neglected. Given the critical significance of headstart education this discourse examined the contributions of ESI to the development of kindergarten education in Rivers State of Nigeria. Data was generated through oral interviews, primary and secondary sources. It was discovered that despite the challenges of funds, infrastructure and specialized kindergarten teachers a modest but unprecedented achievement has been recorded within the four years of ESI existence. Employing a variety of strategies, ninety-two schools have been established. ESI schools complement government (at all levels) inability to provide free headstart education fifty years since independence. Each host community has also benefitedfrom employment of indigenes as teachers and support staff and other infrastructure, related to the schools. Although sustainability is a great challenge, the cause is exemplary towards providing quality education for human development. Keywords: Empowerment, Support, Initiative, Kindergarten and Education. INTRODUCTION Kindergarten education is globally acknowledged as critical to the overall development of the child particularly the stimulation of cognitive, affective and psychomotor domains. These however marginal provide a child an advantage above those who did not benefit from this type of education. Consequently, it is provided by all nations of the world even though policies guiding its practice might differ. The important fact is that every child particularly between the ages of three and five (kindergarten years) should be given the opportunity to benefit from this level of education irrespective of his/her socio-economic background. Kindergarten education in Nigeria from the 1840s was provided and controlled by Christian Missions and were known as infant schools. The ages of such 'infants' varied from between six and ten years. The Christian missions were not interested in operating the real kindergarten curriculum rather they taught their religious doctrines, songs, English alphabets and numeracy. From the 1950s to the 1970s private individuals and some non-governmental institutions> ventured into providing kindergarten education. Page 1 Progressive Academic Publishing, UK www.journalsgate.com