A Theoretical Framework for Understanding the Influence of Religion on Early Childhood Education Practices and Outcomes in Northern Nigeria

Religion profoundly shapes caregiving beliefs, educational priorities, gender attitudes, and community practices in northern Nigeria, and developing an original theoretical framework for understanding religion's influence on ECD practices and outcomes addresses a significant gap at the intersection of religious studies and early childhood theory. This study developed an original Religion-ECD Interface Framework for Northern Nigeria, drawing on systematic theoretical analysis, qualitative fieldwork, and expert validation. A theory-building methodology was employed. Systematic review of 52 religion and early childhood education publications from 2018 to 2024 confirmed that religion's role was almost entirely absent from mainstream ECD theory and that the few existing studies treated religion as a demographic variable rather than a theoretical construct. Qualitative fieldwork comprised ethnographic observation at 15 Quranic and integrated Islamic schools across Kano, Sokoto, and Maiduguri, 40 interviews with Islamic scholars, ECD teachers, parents, and community leaders, and document analysis of Islamic educational philosophy texts. Analysis generated six theoretical propositions on religion-ECD interface: theological developmental determinism (divine endowment as the primary developmental framework), gender-differentiated learning objectives, spiritual formation as primary educational goal, community of worship as ECD socialisation environment, Quranic memorisation as foundational literacy pedagogy, and faith integration as child protection framework. The original framework bridges Islamic educational philosophy and developmental science. Expert review by 22 specialists confirmed the framework's original theoretical contribution. Recommendations include integration into ECD policy for northern Nigeria and curriculum dialogue between Quranic and formal ECD institutions.

Keywords: religion and early childhood education, northern Nigeria, Islamic ECD, theoretical framework, Quranic education