Empirical Analysis of the Effect of Preschool Entry Age on Social-Emotional Development in Nigerian Children

Optimal preschool entry age is a contested policy question with developmental implications, and empirically examining the effect of age at preschool entry on social-emotional development in Nigerian children provides locally relevant evidence for age policy decisions. This study empirically analysed the effect of age at preschool entry on social-emotional development outcomes among 3 to 5 year old children in government and private preschools in Abuja, Ogun, and Benue States. A retrospective cohort design was used with 540 children classified into three entry age groups: early entry (below 2.5 years), standard entry (2.5 to 3.5 years), and late entry (above 3.5 years). Social-emotional development was assessed using the Devereux Early Childhood Assessment at ages 4 and 5. Analysis of variance and longitudinal modelling were applied. Children who entered at the standard age showed the highest social-emotional scores at age 4 (p < 0.05). Early-entry children in low-quality settings showed significantly elevated behaviour problem scores. Late-entry children showed a catch-up trajectory by age 5 but maintained a deficit in peer relationships. Maternal responsiveness significantly moderated the entry age-development relationship. The study provides original evidence on entry age effects in Nigerian ECD and recommends the government maintain the existing minimum entry age of 3 years, prioritise quality improvements in settings serving early-enrolled children, and provide structured transition support for late-entry children entering preschool after age 3.5 years. Keywords: preschool entry age, social-emotional development, Nigerian children, ECD policy, longitudinal study