The Role of Early Childhood Education in Shaping Future Academic Success in Nigeria: An Empirical Study
DOI:
https://doi.org/10.5281/Keywords:
Early Childhood Education, Academic Success, School Readiness, Foundational Learning, NigeriaAbstract
This study examined the role of Early Childhood Education (ECE) in shaping future academic success in North-central Nigeria. Despite global recognition of early learning as foundational to lifelong achievement, access to quality ECE in Nigeria remains uneven, raising concerns about school readiness and long-term academic outcomes. A mixed-method design was employed, involving 420 participants (260 pupils, 100 teachers, and 60 parents) from public and private schools across Benue, Kogi, and Kwara States. Data were collected using questionnaires, classroom observations, interviews, and pupils’ academic records. Quantitative data were analysed using descriptive statistics, Pearson Correlation, and Regression Analysis, while qualitative data were thematically analysed. Findings revealed a strong positive relationship between ECE attendance and later academic success (r =.74, p <.05). Teacher qualification (β =.41), play-based learning (β =.33), parental involvement (β =.29), and learning resources (β =.24) significantly predicted academic outcomes (R² = .67). Children exposed to quality ECE demonstrated higher literacy, numeracy, classroom behaviour and confidence. However, challenges such as inadequate funding, unqualified caregivers, poor infrastructure and unequal access persists. The study concludes that quality ECE is indispensable for improving foundational learning and long-term educational achievement. It recommends increased investment, compulsory pre-primary education, strengthened teacher training, improved regulation, and enhanced parents – school partnerships.
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