Project – Availability and Utilisation of Instructional Materials and Early Childhood Education Outcomes: A Study of Selected Public Pre-Primary Schools in Abuja Municipal Area Council, FCT

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Early childhood education is widely regarded as the foundation upon which subsequent educational development is built. The early years of a child’s life constitute a critical period for cognitive, language, physical, social and emotional development. During this period, children acquire basic competencies, dispositions and experiences that influence their capacity to learn and interact with their environment in later years. UNESCO (2025) describes early childhood care and education as covering the period from birth to approximately eight years and emphasises that this period represents a significant window of opportunity for brain development, learning, social-emotional development and lifelong well-being. Quality early childhood education therefore extends beyond preparing children for primary school; it provides a foundation for learning and holistic development throughout life.

The quality of early childhood education is influenced by several interacting factors, including teacher competence, curriculum, classroom environment, parental involvement, school leadership, class size and the availability and utilisation of instructional materials. Instructional materials are particularly important because young children learn effectively through concrete experiences, observation, manipulation, play, exploration and interaction with objects in their environment. Unlike older learners who may be able to understand many abstract concepts through verbal explanation, young children often require tangible and visual experiences to make meaning of concepts. Consequently, the availability of appropriate learning materials can facilitate children’s understanding, participation and retention of knowledge.

Instructional materials may be described as the resources, objects, devices and materials used by teachers to support the presentation and understanding of learning experiences. In early childhood classrooms, these materials may include picture books, storybooks, charts, flashcards, puzzles, blocks, beads, counters, number cards, alphabet cards, toys, puppets, musical instruments, drawing and colouring materials, models, locally made learning materials, science objects and digital learning resources. Such materials provide opportunities for children to see, touch, manipulate, compare, classify, construct, communicate and experiment. Their educational value is therefore closely related not merely to their presence in the classroom but also to how appropriately and frequently teachers use them.

The importance of instructional materials is consistent with developmentally appropriate approaches to early childhood education. Young children generally learn best when they are actively engaged in meaningful activities rather than being passive recipients of verbal instruction. Materials can help teachers transform abstract concepts into concrete experiences. For example, a teacher introducing basic mathematical concepts may use counters, bottle tops, blocks or beads to help children understand quantity, classification and simple operations. Similarly, alphabet cards, picture books and story materials can support vocabulary development, phonological awareness, early reading and communication.

Instructional materials can also contribute to children’s social and emotional development. Play materials such as blocks, dolls, puzzles, role-play materials and games provide opportunities for children to cooperate, negotiate, communicate and solve problems. Through carefully guided activities, children can develop patience, turn-taking, creativity, self-expression and problem-solving abilities. Thus, instructional materials in early childhood education should not be viewed exclusively as tools for academic instruction; they can support holistic child development.

Nigeria’s education policy recognises the importance of early childhood education as part of the national education system. The National Policy on Education identifies early childhood care and development and pre-primary education as important components of basic education and establishes objectives intended to promote children’s development and prepare them for subsequent schooling (Federal Republic of Nigeria [FRN], 2013). The policy is the national guideline for the administration, management and implementation of education at different levels of government.

The Nigerian policy framework also emphasises the development of children through appropriate experiences and the preparation of young learners for primary education. This implies that pre-primary classrooms should provide children with appropriate learning experiences and resources capable of supporting cognitive, language, physical, social and emotional development. The effective implementation of such objectives therefore depends partly on whether teachers have access to suitable instructional materials and whether those materials are actually integrated into classroom activities.

The existence of instructional materials in a school, however, does not automatically guarantee effective learning. There is an important distinction between availability and utilisation. Availability refers to the extent to which appropriate instructional resources are present and accessible within the school, while utilisation concerns the extent to which teachers actually employ those resources during teaching and learning. A school may possess charts, books, toys, puzzles and other resources but derive little educational benefit from them if teachers rarely use them, use them incorrectly or lack the competence to integrate them into classroom activities.

The issue of utilisation is particularly important in early childhood education because young children require active and participatory learning experiences. Teachers need to select materials that correspond to children’s developmental levels and learning objectives. They also need to know how to organise activities in ways that encourage children to manipulate materials, ask questions, solve problems and communicate their observations. Consequently, teacher knowledge, attitudes, pedagogical competence, time, classroom size and school support can affect the utilisation of available materials.

Research in Nigeria has provided evidence that the availability of instructional materials in early childhood settings is uneven. Nnabugwu, Onwuka and Ugwude (2020), in a study of public schools in Orumba South Local Government Area of Anambra State, examined the availability and utilisation of instructional materials for implementing the early childhood literacy curriculum. Their study illustrates the continuing importance of investigating whether materials required for early childhood curriculum implementation are sufficiently available and effectively utilised by teachers.

Similarly, Enekwe, Nwafor and Osuji (2024) examined learning facilities and instructional materials in early childhood development centres in Enugu State. Their study focused on the availability of learning facilities and the provision of instructional materials for early childhood education and recommended improved resource allocation and infrastructural development. These findings are relevant because they demonstrate that the question of instructional resources remains an important issue in Nigerian early childhood education.

Recent Nigerian research has continued to investigate the adequacy of instructional materials for implementing early childhood education curricula. Sadiq and Rabiu (2025), for example, assessed instructional materials and teaching pedagogies in public pre-primary schools in Zamfara State. Their study involved teachers, headteachers and quality assurance personnel and specifically examined the adequacy of instructional materials for curriculum implementation. This suggests that resource availability remains an important consideration in assessing the quality of public pre-primary education.

The relationship between instructional materials and children’s learning outcomes is also important. Learning outcomes in early childhood education should not be understood only in terms of conventional academic achievement. They may include children’s development in language, emergent literacy, numeracy, cognitive abilities, problem-solving, creativity, physical coordination, communication, social interaction and scientific thinking. Instructional materials can provide the concrete experiences necessary for the development of these competencies.

For example, Majebi and Oduolowu (2021) investigated culturally based instructional strategies involving indigenous songs, rhymes, games, stories, language and instructional materials among pre-primary school children in Oyo State. Their study examined children’s cognitive competencies, particularly problem-solving, speaking and listening skills. The study demonstrates the potential value of meaningful instructional materials and culturally relevant learning experiences in promoting children’s cognitive and communication development.

Akintemi and Oduolowu (2021) also examined sciencing activities and scientific skills among pre-primary children in Nigeria. Their work emphasised the development of skills such as observation, classification, communication, measurement, prediction and inference at the pre-primary level. Such findings reinforce the view that children require opportunities to interact with objects and their environment in order to develop foundational cognitive and scientific skills.

Play materials constitute another important category of instructional materials in early childhood education. Play is not merely recreational; it is an important context through which young children explore their environment, develop social relationships, practise language and develop cognitive and physical skills. Esu and Timothy (2020), in their study of pre-primary schools in Uyo Urban, Akwa Ibom State, found that schools had different types of indoor and outdoor play materials, although their availability varied from school to school. The researchers also highlighted the importance of play activities to children’s creative, cognitive and physical development.

The availability of instructional materials can therefore influence the quality of classroom experiences. Where children have access to age-appropriate books, puzzles, blocks, pictures, models, games and other learning resources, teachers can create more varied learning experiences. Conversely, classrooms with limited instructional materials may rely heavily on teacher talk, repetition, copying and memorisation. Such approaches may provide limited opportunities for children to explore, experiment and learn through direct experience.

The issue of resource availability is especially important in public schools. Public pre-primary schools depend significantly on government financing, school management structures and public educational programmes for the provision and maintenance of learning resources. Where funding is inadequate, resources may be insufficient, outdated, damaged or unevenly distributed. Even where resources are supplied, inadequate maintenance or limited teacher training may reduce their effective use.

The Nigerian early childhood education sector has historically faced implementation challenges. Sooter (2013) observed that despite official recognition of early childhood education within Nigeria’s education policy, implementation has been affected by several problems, including weaknesses in government provision and the limited realisation of some policy objectives. Such implementation difficulties have implications for the provision of appropriate learning environments and materials.

The problem of instructional materials should also be considered within the broader question of educational quality. Quality early childhood education requires more than access to a school place. Children need environments that support active learning, interaction, exploration and development. UNESCO (2025) stresses that quality ECCE contributes to learning success, social-emotional development and lifelong outcomes, while also noting that early childhood education continues to receive inadequate priority and investment in many contexts.

The quality of learning materials is equally important. Instructional materials for young children should be safe, durable, culturally relevant, developmentally appropriate and capable of stimulating children’s curiosity. Materials should also reflect children’s experiences and environments where possible. Locally available objects can be valuable instructional resources when teachers understand how to use them effectively. For example, seeds, stones, bottle tops, leaves, sticks and locally produced objects can be used to teach counting, classification, colours, shapes, patterns and environmental awareness.

The use of culturally relevant materials may also improve children’s engagement because children can more easily connect learning experiences with their everyday environment. Materials that reflect familiar people, objects, languages, occupations and cultural practices may make classroom learning more meaningful. This is particularly relevant in Nigeria’s culturally diverse educational environment.

Another factor affecting utilisation is the teacher’s competence. Teachers need to understand not only the subject matter but also how young children learn. A teacher who understands child development is more likely to use instructional materials as tools for exploration rather than simply as objects for demonstration. For instance, rather than showing children a picture of geometric shapes and asking them to memorise their names, the teacher can provide blocks or household objects and encourage children to identify, compare and group them according to shape.

Teacher creativity is therefore important, especially in public schools where commercial educational materials may be limited. Teachers can improvise materials from locally available resources. Improvisation can reduce dependence on expensive commercial resources while allowing teachers to adapt materials to the specific needs of their pupils. However, improvisation requires creativity, planning and knowledge of child development.

The utilisation of instructional materials can also be affected by class size. In a large classroom, a limited number of learning materials may not be sufficient for all children to participate. A teacher may therefore resort to demonstration rather than allowing each child to manipulate the materials. Conversely, smaller groups can enable children to interact directly with materials, cooperate with peers and receive teacher guidance.

School leadership and supervision may also influence the use of instructional resources. Headteachers and school administrators can encourage teachers to use available materials by incorporating resource utilisation into lesson supervision, providing opportunities for professional development and ensuring that materials are accessible rather than locked away. Where school leadership pays little attention to instructional resources, teachers may have fewer incentives to incorporate them into daily lessons.

The location of a school may further affect access to instructional resources. Abuja Municipal Area Council is located within the Federal Capital Territory and contains a mixture of urban communities, developing settlements and areas with different socioeconomic characteristics. Public pre-primary schools within AMAC may therefore operate under different environmental and community conditions. While schools in some areas may have relatively better access to educational resources, others may face constraints associated with enrolment, facilities, staffing or funding.

Abuja’s status as the Federal Capital Territory makes the issue particularly significant. The FCT contains a large and growing population and serves as a major administrative, commercial and residential centre. The demand for education is correspondingly substantial. Public schools are important in providing educational opportunities to children from different socioeconomic backgrounds. Consequently, ensuring that public pre-primary schools have adequate instructional materials is relevant to educational equity and quality.

The study of instructional materials in AMAC is also justified by the importance of the early years in determining children’s later educational trajectories. If children do not receive rich and stimulating learning experiences during their formative years, they may enter primary education with weaknesses in language, numeracy, problem-solving, social interaction or learning dispositions. Conversely, appropriate instructional experiences can establish foundational competencies that support later learning.

It is important, however, to recognise that instructional materials alone cannot guarantee good educational outcomes. Their effectiveness depends on the interaction between materials, teachers, pedagogy, curriculum and children. A well-equipped classroom may still produce weak outcomes if teachers lack appropriate pedagogical skills or if materials are not used. Likewise, a resource-constrained classroom can sometimes produce meaningful learning when teachers creatively improvise materials and employ appropriate teaching strategies.

Thus, the present study is concerned with both availability and utilisation. Examining availability without examining utilisation would provide an incomplete picture because the presence of materials does not demonstrate that children actually benefit from them. Similarly, examining utilisation without considering availability would overlook an important structural constraint faced by teachers. The study therefore considers the two dimensions together.

The concept of early childhood education outcomes in this study is broad. It includes children’s cognitive, language, emergent literacy, numeracy, social, emotional, physical, creative and problem-solving development. This broader approach is consistent with the understanding of ECCE as an intervention that supports holistic development rather than academic instruction alone. UNESCO (2025) similarly emphasises the contribution of quality ECCE to learning, health, social-emotional development and long-term well-being.

Evidence from different parts of Nigeria suggests that instructional materials remain an issue requiring empirical attention. Studies in Anambra, Enugu, Zamfara, Akwa Ibom and other locations have investigated the provision, availability, utilisation and educational value of instructional and play materials. However, findings from these locations cannot automatically be generalised to public pre-primary schools in Abuja Municipal Area Council because educational conditions, funding arrangements, school populations, teacher characteristics and administrative practices may differ.

There is therefore a need for a location-specific study that examines the extent to which instructional materials are available in public pre-primary schools in AMAC, the extent to which teachers utilise those materials, and the extent to which such availability and utilisation are associated with children’s educational outcomes. Generating local evidence is important for school administrators, education planners and policymakers seeking to improve the quality of early childhood education in the FCT.

It is against this background that this study investigates Availability and Utilisation of Instructional Materials and Early Childhood Education Outcomes: A Study of Selected Public Pre-Primary Schools in Abuja Municipal Area Council, FCT. The study will examine the availability of instructional materials, determine how frequently and appropriately teachers utilise them, assess selected early childhood education outcomes, and determine whether a significant relationship exists between instructional-material utilisation and children’s educational outcomes.

1.2 Statement of the Problem

Early childhood education is expected to provide young children with meaningful experiences that promote holistic development and prepare them for successful participation in subsequent levels of education. The Nigerian National Policy on Education recognises early childhood education as an important component of the education system and establishes objectives aimed at promoting children’s development and preparing them for formal education (FRN, 2013).

Despite this policy recognition, the quality of early childhood education remains a concern in many Nigerian educational settings. One of the factors that may contribute to this problem is the availability and effective utilisation of instructional materials. In an ideal pre-primary classroom, children should have access to developmentally appropriate books, pictures, toys, puzzles, blocks, counting materials, drawing materials, models, games, musical resources and other materials that allow them to learn through active participation. However, the extent to which such materials are available and consistently utilised in public pre-primary schools is not always clear.

The problem is not simply that some schools may lack instructional materials. A more complex concern is that materials may be available but inadequately utilised. In some classrooms, learning materials may be stored away, used only during inspections or employed occasionally rather than being integrated into daily teaching activities. In other situations, teachers may lack the knowledge or confidence required to use materials effectively. Consequently, the mere presence of instructional materials may not necessarily translate into improved educational outcomes.

This situation can have serious implications for young children’s learning. When children have limited opportunities to manipulate objects, observe pictures, listen to stories, play educational games, construct objects and participate in practical activities, their learning may become heavily dependent on verbal explanations and repetition. Such approaches may limit opportunities for exploration, creativity, problem-solving and active engagement, which are important dimensions of early childhood development.

The problem is particularly important because early childhood learners are developmentally different from older learners. They require learning experiences that correspond to their developmental stage. Instructional materials can make learning concrete and meaningful by connecting abstract concepts with objects and experiences that children can see and manipulate. Without appropriate materials, teachers may find it more difficult to provide diverse learning experiences that address children’s cognitive, language, physical, social and emotional needs.

Evidence from Nigerian studies reinforces the concern. Nnabugwu et al. (2020) investigated availability and utilisation of instructional materials in public schools in Orumba South and focused specifically on their role in implementing the early childhood literacy curriculum. Enekwe et al. (2024) similarly examined learning facilities and instructional materials in early childhood development centres in Enugu State and identified the importance of resource provision and improvement. More recently, Sadiq and Rabiu (2025) assessed the adequacy of instructional materials in public pre-primary schools in Zamfara State.

Although these studies provide useful evidence, there remains a contextual gap regarding public pre-primary schools in Abuja Municipal Area Council. The educational environment of AMAC differs from that of Anambra, Enugu, Zamfara and other states. Differences in population, school administration, funding, teacher availability, school infrastructure and socioeconomic conditions may influence both the availability and utilisation of instructional materials.

Another aspect of the problem concerns educational outcomes. The provision of instructional materials is ultimately justified by the expectation that children will benefit educationally from their use. Yet it is not sufficient to establish that materials exist in schools; there is a need to determine whether their availability and utilisation are associated with observable outcomes among children. These outcomes may include language development, emergent literacy, numeracy, cognitive development, creativity, problem-solving, social interaction and other foundational competencies.

There may also be differences between schools in the quality and quantity of instructional materials available. Some public pre-primary schools may possess relatively adequate materials, while others may have limited resources. Even within schools, some materials may be damaged, outdated, unsuitable for the children’s age or insufficient for the number of pupils. Where materials are inadequate relative to enrolment, children may have limited opportunities for individual or small-group interaction with learning resources.

The problem is further complicated by the possibility of underutilisation. Teachers may depend heavily on chalkboard explanations, verbal instruction, copying and memorisation even when some instructional materials are available. This may occur because of large class sizes, inadequate training, lack of time, poor storage arrangements, limited supervision or teachers’ perceptions about the usefulness of instructional materials. Consequently, there may be a gap between resource availability and resource utilisation.

Teacher competence represents another dimension of the problem. Effective use of instructional materials requires teachers to understand the purpose of the material, select resources appropriate to learning objectives, organise children into suitable groups and guide their interaction with the materials. Without such competence, materials may be used merely for decoration or demonstration rather than as instruments of active learning.

The issue of parental and community expectations may also indirectly influence the use of instructional materials. In some settings, parents may expect pre-primary schools to emphasise formal reading, writing and arithmetic, thereby placing pressure on teachers to adopt teacher-centred practices. This may reduce the amount of time devoted to play, exploration, practical activities and other forms of learning that require instructional materials.

The problem is particularly worthy of investigation in AMAC because public pre-primary schools serve children from diverse socioeconomic and family backgrounds. The quality of educational resources available to these children can influence the extent to which they receive equitable learning opportunities. Where resource disparities exist between schools, children may experience unequal educational conditions even though they are attending public institutions within the same local government area.

Furthermore, UNESCO (2025) identifies quality ECCE as an important foundation for learning success, social-emotional development and lifelong well-being. However, the organisation also notes that early childhood education continues to face challenges relating to investment and quality in many contexts. This reinforces the need to examine concrete components of educational quality, including the learning resources available to children and how teachers use them.

A further concern is that educational policies and curriculum requirements may prescribe or imply the use of appropriate learning resources, while actual classroom practice may not correspond fully with these expectations. The gap between policy, availability and classroom utilisation can therefore reduce the effectiveness of early childhood education. Sooter (2013) previously identified implementation difficulties as an important issue in Nigerian early childhood education.

The problem, therefore, is not simply whether instructional materials exist in public pre-primary schools in Abuja Municipal Area Council. The central concern is whether adequate, appropriate and accessible instructional materials are available, whether teachers actually utilise them effectively, and whether such utilisation is associated with improved early childhood education outcomes.

Without empirical evidence on these issues, educational administrators and policymakers may find it difficult to determine whether resource provision in public pre-primary schools is adequate or whether greater attention should be directed towards teacher training, supervision, resource maintenance, procurement, distribution or pedagogical support.

There is consequently a need to investigate the situation in selected public pre-primary schools in AMAC, FCT. The study seeks to determine the availability of instructional materials, examine their utilisation by teachers, assess selected early childhood education outcomes and establish whether a significant relationship exists between instructional-material utilisation and children’s educational outcomes.

1.3 Purpose of the Study

The main purpose of this study is to examine the availability and utilisation of instructional materials and early childhood education outcomes in selected public pre-primary schools in Abuja Municipal Area Council, FCT.

Specifically, the study seeks to:

1. determine the extent to which instructional materials are available in selected public pre-primary schools in Abuja Municipal Area Council;
2. examine the extent to which teachers utilise available instructional materials in teaching and learning activities;
3. identify the major types of instructional materials available in the selected public pre-primary schools;
4. assess the level of early childhood education outcomes among children in the selected schools

1.4 Research Questions

The following research questions will guide the study:

1. To what extent are instructional materials available in selected public pre-primary schools in Abuja Municipal Area Council?
2. To what extent do teachers utilise available instructional materials in teaching and learning activities?
3. What types of instructional materials are available in the selected public pre-primary schools?
4. What is the level of early childhood education outcomes among children in the selected schools?

1.5 Research Hypothesis

The following null hypothesis will be tested at 0.05 level of significance:

H₀: There is no significant relationship between the utilisation of instructional materials and early childhood education outcomes among children in selected public pre-primary schools in Abuja Municipal Area Council, FCT.

1.6 Significance of the Study

The study will be significant to children, teachers, school administrators, parents, education authorities, government agencies, researchers and future scholars.

Children

Children are the primary beneficiaries of quality early childhood education. The study may contribute to improved understanding of the resources and classroom practices that can support children’s learning and development. Improved availability and utilisation of appropriate instructional materials may create richer opportunities for children to explore, communicate, reason, create and interact with their peers.

Teachers

The findings will help teachers understand the importance of using instructional materials as integral components of teaching rather than as supplementary classroom decorations. The study may encourage teachers to improve their selection, improvisation and utilisation of learning resources in ways that correspond with children’s developmental needs.

School Administrators

Headteachers and other school administrators may benefit from the findings by gaining information about the adequacy and use of instructional resources in their schools. The findings may assist administrators in identifying shortages, improving resource management, strengthening supervision and encouraging teachers to use available materials more consistently.

Parents

Parents may gain a better understanding of the importance of developmentally appropriate learning experiences. The study may encourage parents to support schools in providing or improvising learning materials and to appreciate the value of play, practical activities, storytelling and other child-centred learning approaches.

Education Authorities in the FCT

The findings may provide useful evidence for education authorities responsible for planning and managing public pre-primary education in the Federal Capital Territory. Information about material shortages and utilisation patterns may assist in resource allocation, procurement, teacher training, monitoring and quality assurance.

Federal Government

The Federal Government may benefit from the findings because early childhood education is part of the national education policy framework. Evidence from AMAC may contribute to broader discussions about the implementation of early childhood education policies and the provision of quality learning environments.

Curriculum Planners

Curriculum developers may use the findings to strengthen recommendations concerning the types of materials required for effective implementation of the early childhood curriculum. The study may also highlight the need to incorporate locally available and culturally relevant resources.

Researchers

The study will contribute to the literature on instructional resources and early childhood education in Nigeria. It may provide empirical evidence that future researchers can use for comparative studies across local government areas, states, school ownership types and socioeconomic contexts.

Future Scholars

Future researchers may use the study as a reference for investigating related issues such as teacher competence, classroom environment, play-based learning, parental involvement, digital resources, school readiness and early childhood learning outcomes.

1.7 Scope of the Study

The study focuses on availability and utilisation of instructional materials and early childhood education outcomes.

Geographically, the study is limited to selected public pre-primary schools in Abuja Municipal Area Council (AMAC), Federal Capital Territory.

The study will examine instructional materials such as:

• textbooks and picture books;
• storybooks;
• alphabet and number cards;
• charts and posters;
• puzzles;
• blocks and construction materials;
• counting materials;
• toys and play materials;
• drawing and colouring materials;
• models and objects;
• musical materials;
• locally improvised materials; and
• other developmentally appropriate learning resources.

The study will examine the extent to which these materials are available and utilised by teachers.

The study will also consider selected early childhood education outcomes, including:

• cognitive development;
• language and communication;
• emergent literacy;
• early numeracy;
• problem-solving;
• creativity;
• social interaction; and
• participation in learning activities.

The study is limited to public pre-primary schools and does not cover private pre-primary schools in AMAC. It is also not intended to examine all factors influencing children’s outcomes. Variables such as parental socioeconomic status, nutrition, health status and home learning environment may influence outcomes but fall outside the central scope of this study.

1.8 Operational Definition of Terms

Availability

Availability refers to the extent to which appropriate instructional materials are present, accessible and adequate for teaching and learning in the selected public pre-primary schools.

Instructional Materials

Instructional materials are objects, resources, devices and learning aids used by teachers to facilitate children’s understanding, participation and development during teaching and learning activities.

Utilisation

Utilisation refers to the extent, frequency and appropriateness with which teachers employ available instructional materials during classroom teaching and learning activities.

Early Childhood Education

Early childhood education refers to organised educational and developmental experiences provided for young children during the early years to promote their cognitive, physical, social, emotional and language development.

Early Childhood Education Outcomes

Early childhood education outcomes refer to the knowledge, skills, behaviours, competencies and developmental changes demonstrated by children as a result of their educational experiences. In this study, these include cognitive, language, literacy, numeracy, social, creative and problem-solving competencies.

Pre-Primary School

A pre-primary school is an educational setting that provides organised learning and developmental experiences for young children before they proceed to primary education.

Public Pre-Primary School

A public pre-primary school refers to a pre-primary educational institution established, funded, supervised or administered by a government authority.

Learning Materials

Learning materials are resources used by teachers and children to support exploration, understanding, practice and reinforcement of concepts and skills.

Play Materials

Play materials are objects and resources such as blocks, puzzles, toys, dolls, games and construction materials that facilitate children’s learning and development through play.

Early Literacy

Early literacy refers to the foundational language and reading-related competencies developed before and during the early stages of formal reading instruction, including listening, vocabulary, phonological awareness, print awareness and recognition of letters and words.

Early Numeracy

Early numeracy refers to foundational mathematical competencies developed during early childhood, including counting, number recognition, classification, comparison, measurement, patterns and understanding of quantities.

Cognitive Development

Cognitive development refers to the development of children’s abilities to think, remember, observe, reason, solve problems, classify, compare and understand relationships.

Developmentally Appropriate Materials

Developmentally appropriate materials are instructional resources that correspond to children’s age, developmental level, abilities, interests, cultural context and learning needs.

1.9 Organisation of the Study

The study will be organised into five chapters.

Chapter One presents the introduction, background to the study, statement of the problem, purpose of the study, research questions, research hypothesis, significance of the study, scope of the study, operational definition of terms and organisation of the study.

Chapter Two will review related literature on instructional materials and early childhood education outcomes. It will include the conceptual review, theoretical framework, empirical review and summary of the literature reviewed.

Chapter Three will present the research methodology, including research design, area of the study, population, sample size, sampling technique, research instrument, validity, reliability, method of data collection and method of data analysis.

Chapter Four will present the analysis and interpretation of data obtained from the field in relation to the research questions and hypothesis.

Chapter Five will present the summary of findings, conclusion, recommendations and suggestions for further studies.

Project – Availability and Utilisation of Instructional Materials and Early Childhood Education Outcomes: A Study of Selected Public Pre-Primary Schools in Abuja Municipal Area Council, FCT