1.0 Introduction
1.1 Background of Study
The global shift towards integrating early childhood education into broader development agendas began in earnest during the 1990s, particularly with the adoption of the Education for All (EFA) goals in 1990. The EFA initiative, led by UNESCO, highlighted the importance of providing access to early childhood care and education as a fundamental right (UNESCO, 2000). The introduction of the United Nations' Sustainable Development Goals (SDGs) in 2015 marked a significant turning point for early childhood education on a global scale. For the first time, the global community explicitly included early childhood development as a key target within its educational goals. SDG 4.2 aims to ensure that all children have access to quality early childhood development, care, and pre-primary education by 2030, recognizing ECE as foundational for achieving other SDGs such as reducing inequality, promoting gender equality, and fostering sustainable economic growth (United Nations, 2015).
The role of early childhood education (ECE) in shaping societal outcomes and addressing global challenges has gained increasing recognition in recent decades. Historically, education systems placed limited emphasis on early years, focusing more on formal education beginning in primary school. However, extensive research has shown that experiences during early childhood significantly influence cognitive development, emotional regulation, social skills, and even long-term health outcomes (Shonkoff & Phillips, 2000). The Sustainable Development Goals (SDGs), adopted by the United Nations in 2015, include specific targets addressing the importance of quality education, particularly through SDG 4.2, which seeks to ensure that all children have access to quality early childhood development and pre-primary education (United Nations, 2015). The inclusion of ECE within the SDGs reflects an acknowledgment of its crucial role in achieving broader goals such as reducing inequality, promoting gender equality, improving health, and fostering sustainable economic growth.
Evidence suggests that investing in early childhood education can yield significant long-term benefits not only for the individual but also for society at large. Quality early education has been shown to improve school readiness, reduce dropout rates, and enhance future employment prospects (Barnett, 2008). Additionally, early interventions can mitigate social disparities, providing disadvantaged children with opportunities to break cycles of poverty and social exclusion (Heckman, 2006).
Early Childhood Education refers to the structured educational programs and activities designed for children from birth to age eight, a critical period for cognitive, emotional, and social development. ECE aims to provide a strong foundation for lifelong learning and development by promoting holistic growth through play, exploration, and guided learning (UNESCO, 2006). Early childhood education (ECE) is a critical foundation for lifelong learning and human development. It encompasses the period from birth to eight years, during which children’s cognitive, social, emotional, and physical development rapidly occurs. The Sustainable Development Goals (SDGs), particularly Goal 4.2, aim to ensure that by 2030 all girls and boys have access to quality early childhood development, care, and pre-primary education, laying the groundwork for equitable education and sustainable development in societies.
The integration of ECE into the SDGs recognizes the role education plays in fostering skills, knowledge, and values essential for addressing global challenges such as poverty, inequality, and environmental degradation. Through comprehensive and inclusive ECE programs, children are equipped with the foundational competencies needed for responsible citizenship and lifelong learning, helping to drive the global agenda of sustainable development (United Nations, 2015).
The role of ECE in the SDG framework is not limited to formal schooling; it also involves ensuring that children receive appropriate care, nutrition, and protection during their formative years. This holistic approach to early childhood development is crucial for fostering the life skills necessary to achieve sustainable development, including critical thinking, empathy, and environmental stewardship. As countries work toward the 2030 agenda, expanding access to quality ECE remains a priority for achieving the broader goals of sustainability and equity.
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the role of early childhood education in the implementation of sustainable development goals.
1.2 Statement of Problems
Investigation revealed that the role of early childhood education (ECE) in the implementation of the Sustainable Development Goals (SDGs) is facing several challenges that undermine its effectiveness and impact. One significant problem is the lack of access to quality early childhood education, particularly in low- and middle-income countries. Despite global efforts to prioritize ECE through SDG 4.2, millions of children, especially those from marginalized communities, are still deprived of equitable access to early learning opportunities (UNICEF, 2019).
Additionally, inadequate funding for ECE is a critical issue that affects the quality of early childhood programs. Many countries invest less in early education compared to primary and secondary levels, resulting in poorly trained educators, lack of infrastructure, and insufficient learning materials (Britto et al., 2017). Another challenge is the limited integration of early childhood education into national policies and development agendas. While the SDGs recognize the importance of ECE, many governments have yet to fully incorporate it into their frameworks for achieving sustainable development. This lack of political will is hindering the progress toward providing inclusive, high-quality early education to all children (United Nations, 2015).
Furthermore, the issue of inequality in access to early childhood education is also exacerbated by socio-economic, gender, and geographical factors. Children from rural areas, girls, and those living in poverty are less likely to benefit from ECE programs (UNESCO, 2020). It is against the backdrop that this study seeks to address these problems by evaluating the role of early childhood education in the implementation of sustainable development goals.
1.3 Aim and Objectives of Study
The aim of the study is to examine the role of early childhood education in the implementation of sustainable development goals. In achieving this aim, the following specific objectives were laid out as follows:
- To explore how early childhood education contributes to achieving SDG 4.2, which focuses on ensuring that all children have access to quality early childhood development, care, and pre-primary education.
- To identify the challenges and barriers limiting access to quality early childhood education, particularly in low- and middle-income countries.
- To investigate the impact of early childhood education on reducing socio-economic inequalities and promoting gender equality as outlined in the SDGs.
- To analyze the effectiveness of government policies and international frameworks in integrating ECE into the broader agenda of sustainable development.
- To evaluate the potential of ECE to foster skills and values that support environmental sustainability, social inclusion, and economic growth.
1.4 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- How does early childhood education contribute to the achievement of SDG 4.2, which aims to provide access to quality early childhood development and pre-primary education for all children?
- What are the key challenges and barriers that hinder equitable access to quality early childhood education, especially in low- and middle-income countries?
- In what ways does early childhood education help reduce socio-economic inequalities and promote gender equality in line with the Sustainable Development Goals?
- How effective are national policies and international frameworks in incorporating early childhood education into the broader agenda of sustainable development?
- What role does early childhood education play in developing the skills, values, and competencies necessary for promoting environmental sustainability, social inclusion, and economic growth?
1.5 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
- H01: Socio-economic and geographical barriers negatively affect equitable access to quality early childhood education, particularly in low- and middle-income countries.
- H02: Early childhood education significantly contributes to the achievement of Sustainable Development Goal 4.2 by enhancing access to quality early childhood development and pre-primary education.
1.6 Significance of Study
The findings of this research will help policymakers and educators understand the barriers that limit access to quality early childhood education, particularly in disadvantaged communities, and will offer recommendations for addressing these challenges. Additionally, the study will emphasize the importance of integrating early childhood education into national development strategies and policies to accelerate progress towards achieving the SDGs.
This study will also contribute to the growing body of evidence that underscores the importance of early interventions in promoting gender equality, social inclusion, and environmental stewardship. It will serve as a resource for stakeholders seeking to improve educational outcomes and build a more equitable and sustainable future through early childhood education initiatives.
1.7 Scope of the Study
The scope of the research is focused on the role of early childhood education in the implementation of sustainable development goals.
1.8 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
1.9 Definition of Terms
Early Childhood Education (ECE): Early Childhood Education refers to the structured educational programs and activities designed for children from birth to age eight, a critical period for cognitive, emotional, and social development. ECE aims to provide a strong foundation for lifelong learning and development by promoting holistic growth through play, exploration, and guided learning (UNESCO, 2006).
Sustainable Development Goals (SDGs): The Sustainable Development Goals are a set of 17 global goals established by the United Nations in 2015 to address pressing global challenges, including poverty, inequality, health, education, and environmental sustainability. The goals aim to create a more equitable and sustainable world by 2030, with SDG 4 specifically focusing on ensuring inclusive and equitable quality education for all (United Nations, 2015).
Quality Early Childhood Education: Quality Early Childhood Education refers to programs that provide a safe, nurturing, and stimulating environment for young children. These programs are characterized by well-trained educators, appropriate curricula, low child-to-teacher ratios, and engagement with families. High-quality ECE is essential for promoting children’s cognitive, social, and emotional development (National Association for the Education of Young Children, 2020).
Equity in Education: Equity in education refers to the principle that all children, regardless of their socio-economic status, gender, geographic location, or background, should have equal access to quality educational opportunities. This concept emphasizes the need to address disparities and ensure that every child can reach their full potential (UNESCO, 2015).
Access to Education: Access to education involves the ability of individuals to enroll in and participate in educational programs. It encompasses physical access to educational institutions, financial affordability, and the availability of educational resources and support services. Ensuring access is crucial for promoting educational equity and inclusion (World Bank, 2018).
