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This study is an evaluation of the implementation of the National Policy on Education's provisions for Early Childhood Education (ECE) within Akpabuyo Local Government Area, Cross River State, Nigeria. The research aimed to assess the extent to which the policy's guidelines are being implemented in the local ECE centers. It utilized a survey methodology, gathering data through the Early Childhood Education Performance Evaluation Questionnaire (ECEPEQ) from a sample of 97 educators and 11 principals across 20 institutions. The study was conducted against the backdrop of a growing global focus on ECE and its impact on children's development, readiness for school, and long-term outcomes. The research is particularly relevant in the context of Nigeria, where the formal recognition of ECE began in 1977 with the National Policy on Education, which has since been revised multiple times to improve the quality of education provided to young children. The outcomes of the study indicated that while there exists a policy framework for Early Childhood Education overseen by the Local Government Area, there are significant gaps in the monitoring and application of these policies such as the inconsistent Application of the Play-way Approach and lack of integration of the local language. Although the teaching staff are adequately qualified with the National Policy on Education curriculum duly followed, the play-way approach to teaching was not uniformly applied as suggested. Additionally, integration of the local language into the classroom setting was found to be lacking. Consequently, it is advised that the government should implement robust monitoring systems and foster ongoing dialogue to guarantee the successful execution of the National Policy on ECE throughout the State.
B. Asuquo-Ekpo (Sun,) studied this question.