PSYCHOLOGICAL, SOCIOLOGICALAND EDUCATIONAL APPROACHES AS PREDICTORS OF THE OPTIMAL CHILD DEVELOPMENT IN PRESCHOOLERS IN LAGOS STATE, NIGERIA

Abstract

The study explores interdisciplinary approaches to early childhood education by integrating research from psychology, sociology, and education to foster optimal child development. Using a structured descriptive survey design, the research examines how principles from these disciplines contribute to cognitive growth, social interaction, and skill development in preschool-aged children (3–5 years). The study focuses on preschool children, parents, and early childhood educators across 
both public and private preschools in Ikeja and Epe Local Government Areas (LGEAs). A multi-stage sampling procedure was used, with 8 schools and 20 caregivers selected using a purposive sampling technique. From the selected schools, 20 teachers were selected using a random sampling technique. Additionally, 10 children from each of the 8 selected schools were randomly sampled, resulting in a total sample of 120 participants. Data were collected using SQ-ECECP and CDOC, both of which were content-validated with a split-half reliability index of 0.84. The data were analysed using multiple regression analysis to assess the impact of 
interdisciplinary approaches. The findings suggested that integrating psychological, sociological, and educational principles into early childhood education supports a child-centred, innovative curriculum that fosters optimal development. The study concludes that the synergistic application of psychological (e.g., developmental milestones, scaffolding), sociological (e.g., family, community, cultural capital), and educational (e.g., curriculum, pedagogy) perspectives leads to stronger, more equitable developmental outcomes compared to conventional preschool approaches. 
The study recommended adopting cross-disciplinary professional development for educators, creating curricula that engage families, and implementing policy incentives for integrated program designs to promote the holistic development of children.