Empirical Study of the Effect of Corporal Punishment on Social-Emotional Development in Early Childhood Settings in North Central Nigeria

Corporal punishment is widely practised in Nigerian educational settings including ECD centres, and empirically examining its specific effects on social-emotional development in North Central Nigeria provides important evidence for child-rights-based policy reform. This study empirically investigated the relationship between exposure to corporal punishment in ECD settings and social-emotional development outcomes among children aged 3 to 6 in Benue, Kogi, and Niger States, North Central Nigeria. A prospective cohort design was employed with 420 children followed from preschool entry through 18 months of ECD attendance. Corporal punishment exposure in ECD settings was assessed through child report, teacher self-report, and systematic classroom observation at 3-month intervals. Social-emotional development was assessed using the Devereux Early Childhood Assessment at baseline, 9 months, and 18 months. Mixed-effects regression modelling was applied. Children with regular corporal punishment exposure showed significantly higher behaviour problem scores and lower social competence scores at 9 and 18 months compared to non-exposed children, controlling for family corporal punishment, gender, and household income. Boys showed larger negative corporal punishment effects than girls. The relationship was strongest for frequent, unpredictable corporal punishment. The study provides original evidence on corporal punishment effects in Nigerian ECD settings and recommends government prohibition of corporal punishment in all ECD settings, positive behaviour support training for teachers, and parent sensitisation on alternatives to physical discipline.

Keywords: corporal punishment, social-emotional development, early childhood settings, North Central Nigeria, child rights