A Theoretical Framework for Understanding the Role of Maternal Literacy in Early Childhood Education Outcomes in Nigeria

Maternal literacy has consistently predicted child educational outcomes globally, but the specific pathways and mechanisms through which maternal literacy operates in the distinctive Nigerian sociocultural and educational context require original theoretical elaboration that existing frameworks have not provided. This study developed an original Maternal Literacy-ECD Outcome Framework for Nigeria, drawing on theory, longitudinal data analysis, and qualitative pathway research across three zones. A mixed theoretical and empirical methodology was employed. Systematic review of 62 maternal literacy and child education publications (2018 to 2024) identified three theorised pathways (economic, home learning environment, and health knowledge) as dominant but identified theoretical gaps in the indirect cultural pathway and the community-level maternal literacy effect. A secondary analysis of the Nigeria General Household Survey Panel linking maternal education, home learning environment measures, and primary school completion for 2,200 children provided longitudinal empirical grounding. Structural equation modelling tested five proposed pathway models. The direct home learning environment pathway (beta = 0.39, p < 0.001) and indirect cultural attitude pathway (beta = 0.28, p < 0.001) were the two strongest mechanisms linking maternal literacy to ECD outcomes. Community-level maternal literacy showed a significant additional effect beyond individual-level effects. The original framework theorises five interacting pathways with zone-specific moderators. Expert review by 22 specialists confirmed the framework's theoretical and empirical contributions. Recommendations include maternal literacy as a national ECD co-investment priority alongside direct ECD provision. Keywords: maternal literacy, ECD outcomes, Nigeria, theoretical framework, education pathways