The effect of early childhood education on child development in Uganda: a case study of Nakawa Division- Kampala City

Abstract

Early Childhood Education (ECE) plays a vital role in shaping a child's life trajectory and fostering a nation's development (UNICEF, 2021). It constitutes a critical phase that lays a solid foundation for children's well-being and learning capabilities. The Government of Uganda recognizes the importance of Early Childhood Development (ECD), as one of the most important levers for accelerating the attainment of Education For All (EFA) Goals. The study focused on effect of early childhood education on child development in Nakawa Division - Kampala City. The study objectives include establishing the extent to which cultural integration affects child development, the effect of basic learning skills on child development and how social learning affects child development. A cross-sectional study design utilizing both quantitative and qualitative approach was used, initially targeting 148 participants, with a final sample of 131 individual responses. The findings revealed that all constructs of early childhood education in the form of cultural integration, basic learning skills, and social learning significantly enhance child development and together predicted 93.1% variation in child development. Cultural integration was the highest predictor of child development at Beta = .787 and with a significant relationship at r = .960**, promoting inclusivity and diverse perspectives. Basic learning skills were also a significant predictor of child development at Beta = .126 and with significant relationship at r = .699**, strengthening cognitive, language, and motor development. Social learning was also a significant predictor of child development at Beta = .331 with a significant and positive relationship at r = .814**, fostering empathy, cooperation, and emotional intelligence. Therefore, positive adjustment or increase in cultural integration, basic learning skills, and social learning led to improvement in child development. The qualitative results showed that schools incorporated learners from different cultures and languages, involved parents and communities, and provided peer-group and physical activities, underscoring the critical role of holistic early childhood education in preparing well-rounded, socially competent, and confident children. The study recommended that the curriculum should be revised to explicitly integrate and acknowledge the diverse languages spoken by the children to foster an inclusive and supportive learning environment. Furthermore, there is a pressing need for regular professional training for teachers to enhance their cultural competence. Educators should apply evidence-based strategies to strengthen basic learning skills (language, literacy, numeracy, problem-solving, and critical thinking) while fostering inclusive environments that promote social interaction and the development of communication, empathy, conflict resolution and other social skills.