EARLY CHILDHOOD EDUCATION FOR SUSTAINABLE DEVELOPMENT IN OGUN STATE, NIGERIA A STUDY OF IJEBU NORTH LOCAL GOVERNMENT AREA

This study investigates the integration of sustainable development principles into early childhood education (ECE) programs in Ijebu North Local Government Area, Ogun State, Nigeria. Despite policy efforts to promote Early Childhood Care, Development, and Education (ECCDE) across the country, there are still critical challenges concerning the adequacy of resources, teacher preparedness, curriculum relevance, and community involvement. Using a descriptive survey design, data were collected from 120 respondents comprising teachers, parents, and education officers through structured questionnaires and interviews. Descriptive statistics, including means and standard deviations, were used to analyze the data. Findings revealed that sustainability principles are poorly integrated into ECE curricula, infrastructural facilities are inadequate, and community participation remains weak. The study concludes that these gaps threaten the development of responsible, socially aware, and environmentally conscious future citizens. It recommends curriculum reviews to embed sustainability themes, improved teacher training, enhanced resource provision, and stronger community mobilization efforts. These strategies are vital to strengthen ECE for sustainable development in Ijebu North and could serve as a framework for other regions in Nigeria. Keywords: Early childhood education, Sustainable development, Ogun State, Ijebu North, Nigeria, Education policy