Policy Fulfilment, Curriculum Enactment, and Equity in Nigerian Early Childhood Education: A Systematic Integrative Review

Vollständiger Abstract

Worum geht es in dieser Arbeit?

Formal recognition of early childhood education (ECE) does not necessarily secure dependable access to meaningful, equitable learning. This systematic integrative review examined the extent and conditions of Nigerian ECE policy fulfilment, reported gaps, and priorities for renewing the educational social contract. Seven databases and discovery platforms were searched for peer-reviewed English-language literature published from 1 January 2017 to 10 May2026. Searches yielded 320 records; after six duplicates were removed, 314 records were screened. Twenty-nine sources formed the analytical corpus, 231 contextual records were excluded from the synthesis, and 54 were ineligible. Full texts were examined for 22 core sources; seven were appraised from verified abstracts and publisher metadata. Design-sensitive appraisal rated seven sources as high, 14 as moderate, and eight as limited confidence. Quality-sensitive thematic synthesis indicated partial and uneven fulfilment in the settings studied but could not estimate national policy compliance. Recurrent constraints involved provision, financing, personnel, materials, supervision, professional support, and unequal access. Epistemic, curricular, linguistic, pedagogical, assessment, workforce, equity, and participation gaps were interdependent. A strong local trial demonstrated achievable benefits under supported conditions without establishing routine or system-wide effectiveness. Renewal priorities are coherent implementation, sustained professional support, culturally grounded and locally evaluated multilingual pathways, context-sensitive assessment, equity, community participation, and accountability. The proposed framework is an analytical proposition requiring multisite testing.