Digital Literacy and Socio-Emotional Development in Nigeria Early Childhood Education

Abstract

This qualitative case study explores the interplay between digital literacy and socio-emotional development in early childhood education within the Nigerian context. Framed within contemporary pedagogical discourse, the study investigates how digital tools4when thoughtfully integrated4can foster critical socio-emotional skills such as empathy, co-operation, and conflict resolution among young learners. Findings highlight the capacity of interactive media to enhance children's engagement and promote emotional intelligence, particularly when guided by pedagogically deliberate, well-trained teachers who systematically plan digital activities to target specific socio-emotional learning outcomes, monitor their developmental impact, and adapt their instructional approaches based on observed student responses. However, the research also draws attention to systemic challenges that inhibit the equitable implementation of digital literacy, including pronounced disparities in technological access, infrastructural limitations in schools, and a pressing need for sustained teacher training and professional development. These findings underscore a dual imperative: harnessing the transformative potential of digital tools for early socio-emotional learning, whilst also addressing structural barriers that risk widening educational inequities. The study concludes with a call for inclusive policy action and investment in educator capacity-building to ensure that digital innovation in early childhood education serves all learners equitably. In doing so, it contributes meaningfully to the ongoing discourse on child development and digital pedagogy, offering both critical insight and practical direction for educational reform in Nigeria and comparable contexts.