Study of Early Childhood Educators’ Role in Identifying Developmental Delays in Nasarawa State

Early identification of developmental delays in the first years of life enables timely intervention that significantly improves outcomes, and ECDE teachers are positioned as key frontline identifiers when adequately trained to recognise early warning signs in North Central Nigeria. This study investigated the knowledge and practices of early childhood educators in identifying developmental delays in ECDE centres in Lafia, Keffi, and Akwanga Local Government Areas, Nasarawa State. A descriptive survey was conducted among 80 ECDE educators using a knowledge questionnaire on developmental milestones and a practice checklist for developmental monitoring. Results showed that knowledge of motor development milestones was adequate in 58 percent, language milestones in 43 percent, and social-emotional milestones in 37 percent. Knowledge of autism spectrum disorder early indicators was present in only 18 percent. Only 24 percent had a structured developmental monitoring record for any child in their class. Referral to any health or specialist service for suspected developmental delay had been made by only 16 percent of respondents in the preceding year. Educators with government-certified ECDE qualifications showed significantly better knowledge scores. The study concludes that developmental monitoring by Nasarawa State ECDE educators is inadequate. Recommendations include developmental milestones training in pre-service ECDE programmes, providing milestone charts in all classrooms, and establishing ECDE-health sector referral pathways.

Keywords: developmental delay identification, early childhood educators, Nasarawa State, developmental monitoring, referral pathways