Volume 14, 2025
Empowering Nigeria's Early Childhood Development: A Stakeholder-Centric Approach to Leadership and Governance
Cecilia Chiebonam, EZULIKE & Stephen Banwar WANLOR
Abstract
This paper examines the critical issue of early childhood development (ECD) in Nigeria through a stakeholdercentric lens, focusing on leadership and governance strategies to empower this crucial stage of human
development. The study identies the challenges facing ECD in Nigeria, including inadequate funding, limited
access to quality early education, and a lack of coordination among stakeholders. Methodologically, a mixedmethods approach involving literature review, surveys, and interviews with key stakeholders was employed to
gather data. Findings reveal that effective leadership and governance are essential for addressing the
multifaceted challenges of ECD in Nigeria. Moreover, engaging diverse stakeholders, including government
agencies, NGOs, communities, and parents, is critical for implementing sustainable interventions. The study
concluded that there is need for inclusive policies, increased investment in ECD programs, and strengthened
collaboration among stakeholders in view of this it is recommended that fostering political will, enhancing
capacity building, and promoting community involvement to ensure holistic development in Nigeria's early
childhood sector. Ultimately, by adopting a stakeholder-centric approach to leadership and governance,
Nigeria can advance the well-being and future prospects of its youngest citizens.
Keywords
Empowering, Early Childhood Development, Stakeholder-Centric Approach, Leadership and Governance
Full Text
Download
References
Culclasure, B., Fleming, D. J., Riga, G. (2018). An evaluation of Montessori education in South Carolina's
public schools. The Riley Institute at Furman University, Greenville, SC. Unpublished manuscript.
Davis, R., & Mahoney, P. (2019). Gender differences in early literacy skills. Early Childhood Research
Quarterly, 48(3), 189-198.
Denervaud, S., Knebel, J.-F., Hagmann, P., &Gentaz, E. (2019). Beyond executive functions, creativity skills
benet academic outcomes: Insights from Montessori education. PLoS ONE, 14(11), 1-13.
Duncan, G.J., Dowsett, C.J., Claessens, A., Magnuson, K., Huston, A.C., Klebanov, P., &Japel, C. (2017).
School readiness and later achievement. Developmental Psychology, 43, 1428– 1446.
Fleming, D.J., Culclasure, B.T., & Zhang, D. (2019). The Montessori model and creativity. Journal of
Montessori Research, 5(2), 1-14.
Gordon, C. (2023). Together with Montessori (1st ed.). Minneapolis: Jolla.
Hohmann, M., & Weikart, D. (2020). Educating young children: Active learning practices for preschool and
child care programs.HighScope Press.
Janssen, L.M., Kinney, J.M., &Farfsing, K.M. (2021). Through the Montessori looking-glass: Barriers to
implementing a Montessori-Based intervention. Journal of Applied Gerontology, 40(9), 1-5.
Lillard, A. S. (2022). Preschool children's development in classic Montessori, supplemented Montessori, and
conventional programs. Journal of School Psychology, 50, 379-401.
Lillard, A. S. (2013). Playful learning and Montessori education. NAMTA Journal, 38(2), 137-174.
Lillard, A. S., Heise, M. J., Richey, E. M., Tong, X., Hart, A., & Bray, P. M. (2017). Montessori preschool
elevates and equalizes child outcomes: Alongitudinal study. Frontiers in Psychology, 8, 33-44. 83.
Lillard, A.S. (2021). Montessori as an alternative childhood education. Early Child Development and Care, 1-
11.
Literacy Project, (2019). Five essential skills needed for childhood literacy. Retrieved on 13/06/24, from
https://Literacyproj.Org/2019/04/29/Five-essential-skills-needed-for-childhood-literacy/.
Manuel, M.N. (2023). Impact of Montessori teaching methods on developmental domains in early childhood
education in Lagos state, Nigeria. Journal of Educational Research in Developing Areas, 4 (1), 113-122.
Retrieved on 12/07/24, from .
Marks, L. (2016). Playing to learn: an overview of the Montessori approach with pre-school children with
Autism Spectrum Condition. Support for Learning, 31(4), 313-328.
Mavric, M. (2020). The Montessori approach as a model of personalized instruction. Journal Montessori
Research, 6(2), 13-25.
Morgan, P.L., Farkas, G., & Wu, Q. (2009). Five-year growth trajectories of kindergarten children with learning
difculties in mathematics. Journal of Learning Disabilities, 42, 306–321.
Oduolowu, E. A. (2011). Contemporary issues in early childhood education. Franco-Ola Publishers, Ibadan.
Olowe, P. K., Kutelu, B. O., &Majebi, O. I. (2014). Teaching social ethics in early childhood classrooms: A
panacea for promoting peaceful Nigerian society. International Journal of Humanities and Social
Science, 4(6.1), 263-268.
Thrush, U. (2015). Montessori teacher training albums. Unpublished manuscript.
UNICEF, U. A. (2012). EFAGoal 1: Early Childhood Care and Education.Bangkok: UNESCO.
Watts, T. W., Duncan, G. J., Siegler, R. S., and Davis-Kean, P. E. (2014). What's past is prologue: relations
between early Mathematics knowledge and high school achievement. Educational Research, 43,
352–360.
Wentworth, R. A. L., & Wentworth, F. (2013). Montessori for the New Millennium: Practical guidance on the
teaching and education of children of all ages, based on a rediscovery of the true principles and vision of
Maria Montessori. Taylor & Francis.
Yulia, S., Raharjo, T.J., Fakhruddin, F., &Formen, A. (2022). Montessori Method in character education:
Analysis of the effectiveness of the Montessori Method in character education in early childhood
education. ISET: International Conference on Science, Education and Technology (2022), 881-889.