Examining the Research Gap in Culturally Responsive Early Childhood Curriculum in Northern Nigeria

Culturally responsive early childhood curriculum uses children's home cultural knowledge as the foundation for learning, yet its theoretical development and evidence base within northern Nigerian ECD contexts is almost entirely absent from the published literature. This study examined the research gap in culturally responsive ECD curriculum in northern Nigeria through systematic review and original field research. A systematic scoping review of nine databases identified 42 publications on culturally responsive early childhood education globally from 2018 to 2024, of which only 2 addressed northern Nigerian contexts. Original field research comprised curriculum document analysis across 20 government ECD centres in Kano, Zamfara, and Borno States, interviews with 30 ECD teachers, and focus groups with 6 community elder groups. Curriculum analysis confirmed that all sampled centres used a standardised national curriculum with no local cultural adaptation. Teachers reported discomfort with curriculum content referencing cultural practices unfamiliar to northern communities. Community elder groups identified 14 local cultural practices with high educational value that were absent from the curriculum. The study identifies four major research gaps and proposes an original Northern Nigerian Culturally Responsive ECD Curriculum Framework Agenda. Recommendations include UBEC commissioning pilot culturally responsive curriculum adaptations for Northern Zone ECD centres, local cultural knowledge documentation projects, and doctoral research on cultural responsiveness impact on child engagement and development outcomes.

Keywords: culturally responsive curriculum, northern Nigeria, early childhood education, research gap, indigenous knowledge