HARNESSING EARLY CHILDHOOD EDUCATION THROUGH THEATRE FOR

SUSTAINABLE GOVERNANCE.

BY

OGUNKUNBI, Oluwatoyin Omolayo

DEPARTMENT OF THEATRE ARTS,
FEDERAL COLLEGE OF EDUCATION, ABEOKUTA
ogunkunbioluwatoyin@gmail.com
08142355067

Abstract

This paper explores the integration of theatre-based pedagogies into early childhood education
(ECE) as a means to promote sustainable governance in Nigeria. Leveraging social
constructivist theories, it examines how theatre activities can foster critical thinking, civic
engagement, and democratic participation among young children. The research highlights the
potential of theatre to create inclusive and participatory learning environments, where children
actively construct knowledge and develop a sense of agency. The paper identifies key strategies
for implementing theatre-based ECE programs, including professional development for
educators, collaboration with local artists and community organizations, and advocating for
supportive policies. Despite challenges such as limited resources and cultural sensitivities, the
study underscores the transformative impact of theatre in nurturing active citizenship and ethical
decision-making from an early age. Future directions emphasize the role of digital technologies
and international collaboration in enhancing and scaling these innovative educational
approaches.

Introduction

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A child is a young person who has not yet reached puberty and is the offspring of human parents
(Encarta, 2009). Thus, everything that happens to a child from birth until adolescence makes up
his or her childhood. Naturally, a child's growth and development also go through phases: early
childhood (birth to approximately five years), mid-childhood (six to about eleven years), and late
childhood (twelve to approximately eighteen years). Scientists concur that a person's overall
development depends much on their early years of existence. According to research, early
infancy is a crucial period for the development of brain processes required to process
information, regulate emotions, and acquire linguistic proficiency (Aluede, 2006). A child
receiving instruction at this developmental stage is referred to as receiving early childhood,
preschool, or pre-primary education.

A child's character, intelligence, demeanour, emotional stability, and overall health are all shaped
at this point. Therefore, it is certain that educating children throughout their first five years of life
requires the adoption of competent and acceptable teaching approaches. Children grow and
flourish when given consistent, loving care, much like young plants do. A young plant receives
nourishment from water and sunshine, which promotes steady, healthy development (Roponen et
al., 2024). On the other hand, a youngster who receives constant mental and emotional
development would benefit from verbal and physical displays of affection and instruction.
Scholars specializing in child development have recognized and linked this kind of early
childhood education to counselling. This might be the case since teaching entails some
counselling on some level.

In fact, according to their conceptualization of counselling, it is a process wherein a person (such

as a parent, teacher, or childminder) helps another person (a child) in a face-to-face or person-to-
person interaction (Aluede et al., 2005). They go on to say that this help might be moral,
emotional, social, recreational, career-related, or any combination of these. The concept of
"play," in all its manifestations, is fundamental to early childhood education. This is presumably
the reason that Nigeria's National Policy on Education (NPE) placed such a strong emphasis on
using the "play" idea while teaching preschoolers and pre-primary students. It advises early
childhood education facility operators to make sure that play-based learning is the primary mode
of instruction at this level (2004).

Early Childhood Education in Nigeria

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The purpose of early childhood/pre-primary education in Nigeria is to serve preschoolers and
children who have not reached primary school age. According to Asaya et al. (2006), it is the
education that kids between the ages of two and five get in a school before they start primary
school. While this claim aligns mostly with Nigeria's National Policy on Education (NPE),
certain providers of pre-primary education facilities permit students younger than six months of
age into their programs. In Nigeria, there are three main types of pre-primary schooling.
According to NPE (2004), they are the kindergarten, nursery, and crèche. In case we take a quick
look at them, it might not be unnecessary.

The Crèche is a preschool where young children can receive care and other support when their
guardians or parents are at work. Additionally, according to Encarta (2009), it refers to "a place
where small children are looked after while their parents are working or busy with other tasks."
Depending on the demands of the parents or the services and rules of the preschool facility
providers, preschoolers are cared for during these hours at the crèche. Typically, working hours
in many parts of Nigeria are from 8:00 am to 4:00 pm or 8:00 am to 2:00 pm. The majority of
Nigeria's crèches are operated by churches, consortia, and other private persons who are all
focused on making money rather than hiring qualified instructors for early childhood education.

The Nursery is a prekindergarten school for children aged three to five. Rather than just offering
daycare, all of the staff members are certified preschool instructors who promote and monitor
educational play. According to Asaya et al. (2006), childcare centres are usually considered more
educationally superior than nursery schools. Nearly majorette y of Nigeria's nursery schools are
privately owned and operated by commercial interests or motivated people, and their tuition
costs are unaffordable. There are no publicly funded or government-run nursery programs to
serve the greater population that does not come from upper-class households. Furthermore, the
proprietors of these preschools may not be up to date on the best worldwide practices for that
level of instruction, thus their operations are subject to their whims and caprices. In these nursery
schools, toddlers are routinely forced to acquire ideas that are way beyond their developmental
stage in the brilliant students. The KinIn kindergarteners, this kind of preschool and nursery
school are occasionally used interchangeably. But in essence, it refers to a preschool or early
childhood education setting, often for kids aged four to six, right before they start primary

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schooling. In Nigeria, almost every kindergarten is owned by a private company or a quasi-
government organization.

Most of these preschools in Nigeria are run poorly, as can be shown by closely examining the
country's preschool scenario. Apart from the risky practice of pushing young children to learn
concepts too quickly and hard, as well as the "nuisance" of inexperienced and unqualified
teachers in most of these educational facilities, the learning environment—referred to as the
"third teacher" in Reggio Emilia schools (Gandini, 2002)—is hardly taken into account in
Nigeria. This is happening against the backdrop of studies showing that preschools' physical
environments have a significant impact on kids' education and development which are becoming
more and more widely recognized (Inan, 2009). The physical learning environment is frequently
ill-designed in Nigerian early childhood education centres in natural light, comfortable seating,
toys, and other items that provide children with stimulation, experimentation, and role-playing.
This is especially disappointing because the concept of educational play is central to the pre-
primary education paradigm. Naturally, a child's capacity to play independently, take charge of
their activities and responsibilities, engage and communicate with others with ease, and develop
improved motor and perceptual abilities are all enhanced and supported by both the physical
environment and the curriculum (Inan, 2009).

The regulatory, financial, and supervisory responsibilities allocated to the government by the
NPE are not fulfilled by it, which exacerbates the situation in Nigeria. In Nigeria, there are no
state-run preschools, and those that are privately held are not subject to stringent oversight by a
recognized government body. As it relates to primary education, where the State Primary
Education Board (SPEB) oversees at the state and local government levels and the National
Primary Education Commission (NPEC) oversees at the federal level, there is no formal
government regulatory body in charge of this crucial duty. Early childhood education (ECE)
stands as the cornerstone of a child's cognitive, emotional, and social development, playing a
pivotal role in shaping individuals and societies. In Nigeria, like many other nations, the
significance of ECE cannot be overstated. It lays the foundation upon which future learning,
behaviour, and societal contributions are built. However, despite its recognized importance, the
quality and accessibility of ECE in Nigeria face significant challenges, particularly in rural and
underserved areas (Okoroafor et al., 2022).

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Theatre has long been recognized as a powerful medium for communication, education, and
social change. Its ability to engage audiences, evoke emotions, and convey complex messages
makes it an invaluable tool in various contexts, including education. In recent years, there has
been a growing recognition of the potential of theatre in early childhood education, not only for
enhancing learning outcomes but also for promoting values, critical thinking, and civic
engagement. This paper delves into the intersection of early childhood education and theatre,
with a specific focus on Nigeria. It explores the potential of using theatre as a tool for sustainable
governance within the context of ECE, aiming to shed light on innovative approaches that can
address socio-political challenges and contribute to long-term societal development. Throughout
the paper, various dimensions of this topic will be examined, drawing on both theoretical
frameworks and practical examples.

The Role of Early Childhood Education in Nigeria

Early childhood education (ECE) plays a crucial role in shaping a child's development, serving
as the foundation for future learning, behaviour, and overall well-being. In Nigeria, where a
significant portion of the population is under the age of five, investing in quality ECE is
imperative for laying the groundwork for sustainable development and governance. However,
despite the recognition of its importance, access to quality ECE remains limited, especially in
rural and marginalized communities. The following are the importance of ECE and its long-term
benefits.

Shaping a Child's Development

1. Cognitive Development: ECE provides young children with opportunities to explore,

experiment, and learn through play-based activities. It stimulates their cognitive
development by fostering curiosity, problem-solving skills, and creativity. In Nigeria,
where access to quality education is often limited, ECE serves as a crucial entry point for
children to develop foundational literacy, numeracy, and critical thinking skills (Ritoša et
al., 2023).

2. Social and Emotional Development: ECE promotes the social and emotional well-being
of children by providing them with opportunities to interact with peers and adults in a
supportive environment. Through positive social interactions, children learn important

5
 skills such as cooperation, empathy, and self-regulation. In Nigeria, where social
cohesion and community resilience are vital for sustainable governance, ECE plays a key
role in fostering a sense of belonging and social responsibility from an early age
(Lindeman et al., 2021).

3. Language and Communication Skills: ECE lays the groundwork for language
acquisition and communication skills development. Through storytelling, singing, and
conversational interactions, children build vocabulary, comprehension, and expressive
language abilities. In Nigeria, where linguistic diversity is rich, ECE programs that
incorporate indigenous languages help preserve cultural heritage and promote inclusive
learning environments (Su et al., 2023).

4. Physical Development and Health: ECE promotes physical activity and healthy habits,
contributing to children's overall physical development and well-being. Through outdoor
play, structured exercises, and nutritious meals, ECE programs support children's motor
skills, coordination, and resilience against diseases. In Nigeria, where access to
healthcare services is often limited, ECE can serve as a platform for promoting health
education and preventive healthcare practices (Ritoša et al., 2023).

Long-Term Benefits for Sustainable Governance

1. Educational Attainment: Investing in quality ECE has been shown to have long-term
benefits for educational attainment and achievement. Children who participate in high-
quality ECE programs are more likely to succeed academically, graduate from secondary
school, and pursue higher education or vocational training. In Nigeria, where educational
disparities persist, ECE serves as a critical intervention to promote equity and social
mobility (Rodrigues-Silva & Alsina, 2023).

2. Social Inclusion and Equity: ECE fosters social inclusion and equity by providing all
children, regardless of socio-economic background or geographic location, with access to
quality learning opportunities. By targeting vulnerable and marginalized populations,
such as children living in rural areas, urban slums, or conflict-affected areas, ECE
programs contribute to reducing inequalities and promoting social cohesion. In Nigeria,

6
 where socio-economic disparities are pronounced, ECE serves as a vehicle for promoting
social justice and inclusion (Jamali et al., 2022).

3. Economic Development: Investing in ECE yields significant returns on investment in

the form of increased productivity, higher earnings, and reduced poverty rates. Children
who participate in quality ECE programs are more likely to enter the workforce with the
skills and competencies needed to succeed in a rapidly changing global economy. In
Nigeria, where youth unemployment rates are high, ECE serves as a strategic intervention
to equip the next generation with the skills and knowledge needed to thrive in the labour
market (Varela-Losada et al., 2022).

4. Development of Creativity: Although creativity is innate, the organization and

discipline required for creative work—whether it is spontaneous or not—can be learned
in a structured theatre curriculum like ‘Theatre-in-Education’ TIE's. This may have led
Ebi (2005) to observe that teaching children the theatrical arts is a crucial way to
encourage their creativity. Through the medium of theatre, preschoolers may learn to take
the initiative to create beautiful objects and works of art. Even at the foundational level of
the school, theatre involvement highlights a child's potential and provides it with the
means to be fully expressed, even if they are not able to direct or activate their creative
energy.

5. Development of Moral and Spiritual Qualities: Participating in TIE fosters the growth
and development of children's moral awareness and appreciation. A person's early
attitudes have a significant impact on how far along they are in developing a morally
upright personality. Consequently, moral and constructive attitudes toward oneself and
others are developed when children participate in creative theatrical activities (Jamali et
al., 2022).

6. The development of individual personal resources: Preschoolers' individual personal

resource development would be encouraged by theatre-based learning. These resources
encompass sensory perception, cognition, imagination, concentration abilities, linguistic
and physical capabilities, and emotional regulation. He continues by saying that none of
these tools could be used or exercised in concert with one another except via the

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 theatrical medium. Children who grow up will acquire admirable values and attitudes that
will help them understand the fundamental ideas and concepts of life and education
(Osakue, 2011).

Theatre as an Educational Tool in Early Childhood Education

Thus far, it has been determined that "educational play" is essential to the healthful instruction
and training of young children. It has also been looked at how blatantly it has been undercut in
several Nigerian preschools. The purpose of this portion of the article is to conceptualize, argue,
and explore the benefits of using children's theatre to reinforce the preschool curriculum's
"educational play" tenet. Children's theatre is a casual kind of theatre that aims to develop the
participants. It is an educational instructional technique that emphasises growth via drama.
Instead of primarily entertaining the audience, its goal is to promote learning and intellectual
growth. As Onyeisi (2006) correctly points out, children's drama is primarily regarded as a
teaching tool rather than as an art form that is regulated and validated by standards other than
aesthetics, even if it is influenced by many of the goals and practices of theatrical arts. It has
several goals in mind. However, the children's growth and development are the main focus of
each one rather than the observer's amusement.

Children's theatre is an exciting recreational component of Theatre-in-Education (TIE), which is

a term used to describe any group activities that are planned, organized, and supervised by a
teacher or other leader to include kids in the process of creating, improvising, and experiencing
drama or theatre as a learning tool and an art form (Iyeh, 2006). It is preferable to start this
interactive approach to teaching and learning at the pre-primary school level, using creative
innovations and dramatic tactics. In this regard, Duruaku (2003) notes that children in their
young ages make it even more important to focus on the development of effective, cognitive, and
psychomotor domains of their growth as they actively engage in and watch events and processes
in dramatic exercises that promote learning. The idea of TIE is best suited for a classroom setting
and has no actual audience. It is not so much an art as it is a way of teaching. In essence, this
work is filled with educational exercises. And, naturally, this is the main goal of education in
Nigeria for young children. This is in recognition of the reality that education's fundamental goal
is to develop a person's whole personality via the identification and development of their innate
abilities (Iyeh, 2006).

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Theatre, with its immersive and interactive nature, holds immense potential as an educational
tool, particularly in early childhood education (ECE). In Nigeria, where traditional educational
approaches may face challenges such as limited resources, large class sizes, and diverse cultural
contexts, theatre offers a dynamic and engaging way to enhance learning outcomes and foster
holistic development in young children (Chukwudi, 2022).

Theatre engages multiple senses and learning modalities, making it a highly effective medium
for education. Theatre allows children to actively participate in the learning process, rather than
passively receiving information. Through role-playing, improvisation, and storytelling, children
can explore concepts, express themselves, and make meaning of their experiences. Theatre
evokes emotions and empathy, enabling children to connect with characters, themes, and real-life
situations on a deeper level. This emotional engagement enhances learning retention and
promotes social-emotional development by encouraging empathy, perspective-taking, and
conflict-resolution skills (Mccammon, 2007).

Theatre encourages creativity and self-expression, providing children with opportunities to

express their thoughts, feelings, and ideas in imaginative ways. Through drama activities such as
creating characters, writing scripts, and designing sets, children develop communication skills,
critical thinking, and problem-solving abilities. Theatre fosters collaboration and teamwork, as
children work together to create and perform theatrical productions. Collaborative activities such
as ensemble acting, group improvisation, and collective problem-solving promote cooperation,
communication, and mutual respect among participants (Roponen et al., 2024).

In the context of early childhood education, theatre offers several advantages:

 Holistic Development: Theatre promotes holistic development by addressing cognitive,

social, emotional, and physical aspects of learning. Through dramatic play, children
engage in imaginative exploration, develop language skills, regulate emotions, and
enhance motor coordination.
 Cultural Relevance: Theatre reflects and celebrates cultural diversity, allowing children
to explore their cultural heritage and learn about the traditions, customs, and stories of
others. In Nigeria, where cultural diversity is rich and varied, theatre provides a platform
for intercultural dialogue and understanding (Olowe et al., 2014).

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  Inclusive Learning: Theatre is inclusive and accessible to children of all abilities and
backgrounds. It accommodates diverse learning styles and preferences, allowing children
to participate and contribute in ways that are meaningful to them. In Nigeria, where
inclusive education is a priority, theatre-based approaches promote equity and diversity in
the classroom (Roponen et al., 2024).
 Critical Thinking: Theatre encourages critical thinking and problem-solving skills by
challenging children to analyze characters, themes, and plotlines, make predictions, and
evaluate outcomes. Through reflective discussions and peer feedback, children develop
analytical skills, metacognition, and a deeper understanding of complex concepts.

Linking Theatre and Governance

Theatre has a unique ability to engage audiences, provoke critical thinking, and stimulate
dialogue on complex social and political issues, including governance. In Nigeria, where
governance challenges such as corruption, political instability, and socio-economic disparities
persist, theatre serves as a powerful medium for promoting democratic principles, fostering civic
engagement, and encouraging ethical decision-making.

1. Connection between Theatre and Governance: Theatre reflects and critiques societal
realities, including governance structures, policies, and practices. Through theatrical
performances, playwrights, directors, and performers can dramatize political events, social
injustices, and power dynamics, offering audiences new perspectives and insights into
governance issues. Theatre fosters public discourse and debate on governance issues by
providing a platform for diverse voices and perspectives to be heard. Through audience
participation, post-show discussions, and interactive workshops, theatre productions encourage
critical reflection, dialogue, and civic engagement among community members. Theatre can hold
government officials and institutions accountable by exposing corruption, abuse of power, and
human rights violations through dramatization and storytelling. By raising awareness and
mobilizing public support, theatre projects can advocate for greater transparency, accountability,
and integrity in governance processes (Amali et al., 2012).

2. Using Theatre to Teach Democratic Principles: Theatre workshops and participatory

performances can be used to teach democratic principles such as equality, justice, and respect for

10
human rights. Through role-playing, improvisation, and dialogue exercises, participants explore
democratic values and practice democratic decision-making in simulated scenarios. Forum
theatre, a form of interactive theatre developed by Brazilian playwright Augusto Boal, invites
audience members to intervene in a scene depicting a social or political problem and suggest
alternative solutions (Akinrotimi & Olowe, 2016). By empowering spectators to become "spect-
actors" and engage in collective problem-solving, forum theatre promotes democratic
participation and civic engagement. Political satire and comedy performances use humour and
parody to critique political leaders, policies, and institutions. Through satire, playwrights and
performers challenge authority, expose hypocrisy, and question the legitimacy of governance
structures, encouraging audiences to think critically about power dynamics and social justice
issues.

Theoretical Framework “Social Constructivism”

Social constructivism, a theory rooted in the works of Lev Vygotsky, emphasizes the role of
social interaction and cultural context in shaping learning and development. In the context of
early childhood education and theatre for sustainable governance, social constructivism provides
a robust theoretical framework for understanding how children construct knowledge, identities,
and understandings of civic responsibility through collaborative engagement in theatrical
activities (Zahavi, 2022).

Key Principles of Social Constructivism Relevant to the Topic:

1. Zone of Proximal Development (ZPD): According to Vygotsky, the ZPD refers to the
range of tasks that children can perform with the support of more knowledgeable others,
such as educators, peers, and community members. In theatre-based ECE programs,
children collaborate with adults and peers to create and perform theatrical productions,
expanding their ZPD and acquiring new skills, knowledge, and perspectives related to
governance issues (Zahavi, 2022).
2. Scaffolding: Scaffolding involves providing temporary support and guidance to children
as they engage in challenging tasks, gradually withdrawing assistance as they gain
confidence and competence. Educators and facilitators play a crucial role in scaffolding

11
 children's learning experiences in theatre-based ECE programs, providing guidance,
feedback, and encouragement to support their creative expression and critical thinking.
3. Social Interaction: Social constructivism highlights the importance of social interaction
in facilitating learning and development. Theatre activities in ECE settings promote
collaborative learning experiences, peer interaction, and dialogue, enabling children to
construct knowledge, negotiate meanings, and co-create shared understandings of
governance principles such as democracy, justice, and civic engagement (Rytilä, 2021).
4. Cultural Context: Social constructivism emphasizes the influence of cultural context on
learning and development. Theatre, as a cultural practice, reflects and reinforces cultural
norms, values, and beliefs, providing children with opportunities to explore and negotiate
diverse perspectives on governance issues within their local contexts.

Application of Social Constructivism in Theatre-Based ECE Programs:

 In theatre-based ECE programs, educators and facilitators scaffold children's learning

experiences by providing guidance and support during scriptwriting, role-playing, and
performance activities (Rytilä, 2021).
 Peer collaboration and cooperative learning strategies are encouraged, allowing children
to learn from one another, share ideas, and collectively address governance challenges
portrayed in theatrical productions (Quoc & Van, 2023).
 Theatre activities are designed to be culturally relevant and responsive to the diverse
backgrounds and experiences of children, incorporating local narratives, traditions, and
languages into performances (Quoc & Van, 2023).
 Through social interaction and collaborative inquiry, children construct their
understanding of civic responsibility, and ethical decision-making, fostering a sense of
agency and empowerment in governance processes.

Challenges in Implementing Theatre-Based ECE Programs for Sustainable

Governance:

Implementing theatre-based early childhood education (ECE) programs for sustainable

governance in Nigeria faces several challenges:

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1. Limited Resources: One of the primary challenges is the lack of adequate resources,
including funding, materials, and trained personnel. Many ECE centres in
Nicentresperate with minimal budgets and struggle to access quality theatre resources and
professional development opportunities for educators (Osho et al., 2014). The availability
of resources for early childhood education (ECE) programs at the pre-primary school
level facilitates the proper implementation of curriculum and fosters the development of
young children by caregivers and teachers. Chukwbikem (2013) posits that the capacity
of school systems to implement a given educational program is contingent upon the
number and quality of resources available for said program. This suggests that having
adequate resources is essential to any ECE program's successful execution. Despite the
although essential to the effective implementation of the ECE program, many pre-
primary schools in Nigeria lack them, particularly the pre-primary division of
government-run public primary schools. The results of numerous studies conducted by
researchers in Nigeria who evaluated the resources available for early childhood
education at the pre-primary school level have confirmed this same situation (e.g., Amali,
et al., 2012; Okewole, et al., 2015; Osho, et al., 2014).

2. Infrastructure Constraints: Inadequate infrastructure, including a lack of appropriate

facilities and equipment, poses challenges to implementing theatre-based activities in
ECE settings. Many schools and community centres lack dedicated spaces for
performances, rehearsals, and workshops, limiting the scope and impact of theatre-based
programs (Okewole, et al., 2015).

3. Cultural Sensitivity: Nigeria's diverse cultural landscape presents challenges in ensuring

the cultural relevance and sensitivity of theatre-based activities. Different communities
may have varying norms, values, and beliefs, requiring careful consideration and
adaptation of theatre techniques and content to ensure inclusivity and respect for cultural
diversity (Amali, et al., 2012).

4. Socio-Economic Disparities: Socio-economic disparities, including unequal access to

education, healthcare, and basic services, pose barriers to participation in theatre-based
ECE programs, particularly for children from marginalized and disadvantaged

13
 backgrounds. Addressing these disparities requires targeted outreach efforts and inclusive
approaches to program design and delivery.

5. Funding: Since funding is essential to the success of any educational endeavour, it must
be given careful thought. Ample funding is required for early childhood education (ECE)
to provide a wide range of resources and activities, such as engaging teaching materials,
staff (teachers and caregivers) training and retraining, enrichment and sensitization of
programs through regular workshops, monitoring, feeding, immunization, supervision,
and inspection, report writing, publications, school meals, and training manuals, among
other things (Alabi & Ijaiya, 2014). This suggests that financing is crucial to the effective
implementation of ECE in Nigeria and cannot be understated. What's unfortunate,
though, is that there is very little funding for ECE in Nigeria. This may be related to the
nation's low budgetary allocation to the education sector. This might be the cause of the
insufficiency of spending on necessities like textbooks, instructional materials, in-service
training, operations, and maintenance, according to a 2013 study on Nigeria by The Good
Planet Foundation. Many scholarly articles and studies have documented Nigeria's
underfunding of early childhood education (ECE) at the pre-primary school level
(Osakue, 2011; Amali et al., 2012; The Good Planet Foundation, 2013; Alabi & Ijaiya,
2014).

Solutions to Overcome Challenges

Advocating for increased government investment in ECE and prioritizing theatre-based

approaches in education policy agendas can help address resource constraints. Civil society
organizations, educators, and community members can mobilize support and raise awareness
about the importance of theatre-based ECE for sustainable governance. Providing professional
development opportunities for educators, artists, and community facilitators in theatre-based
pedagogies, child development, and governance issues is essential. Training programs,
workshops, and mentorship initiatives can enhance the skills and competencies of stakeholders
involved in implementing theatre-based ECE programs (Osakue, 2011).

Engaging parents, caregivers, and community members in the design, implementation, and
evaluation of theatre-based ECE programs fosters ownership and sustainability. Collaborative

14
partnerships between schools, local organizations, and community leaders can ensure that theatre
activities are culturally relevant, responsive to community needs, and integrated into existing
structures and initiatives. Adapting theatre techniques and content to suit local contexts and
cultural sensitivities is crucial. Employing participatory and interactive approaches that empower
children to co-create and perform their stories, perspectives, and experiences fosters a sense of
ownership and agency, promoting sustainable governance principles such as participation,
inclusion, and accountability (Amali et al., 2012).

Advocating for supportive policies and regulatory frameworks that recognize and promote
theatre-based approaches in ECE can create an enabling environment for program
implementation. Collaborating with policymakers, education authorities, and other stakeholders
to integrate theatre-based pedagogies into national curricula, teacher training programs, and
educational standards can institutionalize and scale up innovative ECE initiatives for sustainable
governance.

Integrating Theatre into Early Childhood Education for Sustainable Governance

Integrate theatre activities seamlessly into existing early childhood education curricula, ensuring
alignment with learning objectives and educational standards. Incorporating theatre into various
subjects and thematic areas allows for interdisciplinary learning and enhances the relevance and
impact of theatre-based approaches. Design theatre activities that promote active participation
and engagement among children, allowing them to explore, create, and express themselves
through role-playing, storytelling, and improvisation. Encourage collaborative learning
experiences that foster teamwork, communication skills, and critical thinking, laying the
foundation for sustainable governance principles such as civic engagement and democratic
participation.

Provide professional development opportunities for educators to build their capacity in theatre-
based pedagogies, child development, and governance issues. Training programs, workshops,
and peer learning communities empower educators to effectively facilitate theatre activities,
create inclusive learning environments, and address the diverse needs of children from different
backgrounds. Forge partnerships with local artists, theatre groups, community organizations, and
government agencies to leverage resources, expertise, and support for theatre-based ECE

15
programs. Collaborative initiatives that involve parents, caregivers, and community members in
program design, implementation, and evaluation enhance community ownership and
sustainability (Hua, 2010).

Future Directions for the Implementation of Early Childhood Education

Explore the potential of digital technologies, multimedia platforms, and virtual reality in
enhancing theatre-based ECE programs for sustainable governance. Develop interactive digital
resources, online training modules, and virtual performances that reach a wider audience and
facilitate remote learning experiences, particularly in underserved communities (Sooter, 2013).

Foster international collaboration and knowledge exchange networks to share best practices,
resources, and lessons learned in integrating theatre into ECE for sustainable governance.
Collaborate with global partners, international organizations, and cultural institutions to promote
cross-cultural understanding and solidarity through theatre-based initiatives.

Conclusion

In conclusion, leveraging early childhood education and theatre holds immense potential for
promoting sustainable governance and social change in Nigeria. By integrating theatre
seamlessly into ECE curricula, empowering educators, fostering community partnerships, and
advocating for supportive policies, stakeholders can create inclusive, participatory, and
empowering learning environments that nurture active citizenship and democratic values from an
early age. As we look towards the future, embracing digital innovations, promoting global
collaboration, and advancing research agendas will further enrich and expand the transformative
impact of theatre-based approaches in early childhood education for sustainable governance in
Nigeria and beyond.

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