Gendered Curriculum Development and Evaluation in Early Childhood Education: An Analysis for Lagos Suburb Slums, Nigeria 2013

Early childhood education in Lagos suburb slums faces significant challenges related to curriculum development that inadequately address gender disparities. The study employed participatory action research methods involving community consultations, educational workshops, and data analysis to inform the development of gender-sensitive curricula. Findings indicated that girls were less engaged with subjects traditionally considered male-dominated (e.g., science), while boys showed more interest in sports and physical activities. This disparity was noted across all age groups (3-6 years). The findings highlight the need for curriculum modifications to enhance inclusivity and engagement among both genders. Recommendations include integrating gender-specific educational materials, promoting female role models, and conducting regular evaluations of curricula effectiveness.