Professional Assessment of ECD Content in Pre-Service Teacher Education in North Central Nigerian Universities

Pre-service teacher education programmes are the primary pipeline for qualified ECD practitioners, and professional assessment of ECD content quality in North Central Nigerian universities provides evidence for curriculum reform and accreditation improvement. This study assessed the quality, depth, and adequacy of ECD content in pre-service teacher education programmes at the University of Abuja, Benue State University, and Nasarawa State University. A structured programme assessment was conducted through curriculum document analysis, structured interviews with 12 ECD programme coordinators and 25 student teachers, observation of 10 ECD teaching methodology courses, and review of practicum supervision records. Assessment dimensions covered ECD theory coverage, child development content depth, practical methodology units, field practice quality, and alignment with national ECCE Policy. Results showed that ECD content constituted fewer than 20 percent of total contact hours in two of three programmes. Practical pedagogy modules were superficial in all three. Field practicum in ECD settings was fewer than 6 weeks in all programmes. Child development theory coverage was adequate in two programmes. Student teachers expressed low confidence in translating knowledge to practice. The study recommends NUC mandating a minimum ECD content requirement, dedicated ECD practicum partnerships with government and private ECD centres, practitioner lecturers for methodology courses, and annual programme review against national policy requirements.

Keywords: pre-service teacher education, ECD content, North Central Nigeria, teacher training, curriculum assessment