Adaptive Teaching Strategies in Early Childhood Education: A Review for Nigeria and the Uk

Abstract

This review paper explores the dynamic landscape of adaptive teaching strategies in early childhood education (ECE), focusing on a comparative analysis between Nigeria and the United Kingdom (UK). ECE plays a pivotal role in shaping the cognitive, social, and emotional development of young learners, and adaptive teaching strategies have emerged as essential tools to meet the diverse needs of children. The analysis reveals that Nigeria and the UK differ significantly in their educational contexts and share a common commitment to nurturing the potential of young learners. Nigeria’s approach is marked by cultural responsiveness, community engagement, and emerging inclusive practices amid access, quality assurance, and teacher training challenges. In contrast, the UK combines a well-established regulatory framework with an emphasis on professional development and assessment for learning. However, it grapples with affordability and inclusivity concerns. The recommendations included investments in teacher training, strengthening cultural responsiveness, promoting inclusive practices, infrastructure development, and maintaining a delicate balance between standardization and flexibility. Additionally, the paper underscores the importance of parental engagement, research, evaluation, and global collaboration in advancing the effectiveness of adaptive teaching strategies in ECE. This comparative exploration highlights the significance of context-specific approaches and fosters a global dialogue on early childhood education that respects cultural diversity, champions inclusivity, and recognizes the unique potential of each young learner.
 Keywords: Adaptive Teaching Strategies, Early Childhood Education, Comparative Analysis, Nigeria, United Kingdom, Parental Engagement, Teacher Training, Professional Development.