Developing an Early Childhood Curriculum Framework for Conflict-Affected Communities in Borno State

Early childhood curriculum in conflict-affected communities must balance developmental appropriateness with psychosocial recovery, and developing a contextually adapted framework for Borno State addresses a critical gap in humanitarian ECD provision in North East Nigeria. This study developed an early childhood curriculum framework for conflict-affected communities in Maiduguri Metropolitan Council and Jere Local Government Areas, Borno State. A needs assessment surveyed 40 IDP camp ECD facilitators and 20 NGO programme managers, with supplementary consultations with 12 early childhood education and psychosocial support specialists. Assessment confirmed that existing curriculum materials were largely irrelevant to displacement contexts and that facilitators lacked structured guidance for integrating psychosocial support into daily learning. The framework developed encompasses six thematic learning areas adapted for conflict settings: healing and self-expression, safe relationships and trust, community and belonging, language and communication, number and reasoning, and physical and creative play. Each thematic area includes weekly activity plans, materials using locally available resources, and child-sensitive monitoring indicators. Trauma-informed facilitation principles are embedded throughout. Expert review by ten specialists confirmed the framework's developmental validity and humanitarian appropriateness. Recommendations include piloting the framework through UNICEF-supported ECD hubs, training facilitators in trauma-informed teaching, and translating materials into Kanuri and Hausa for broader accessibility in North East Nigeria.

Keywords: early childhood curriculum, conflict-affected communities, Borno State, humanitarian ECD, psychosocial support