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Debates about the nature of postmodernism have continued to influence the conception and delivery of education of children in many societies including Nigeria. One area in which this has become noticeable is the adoption of ‘constructivist early childhood education’. Yet it appears many practitioners in a postcolonial society like Nigeria advocate for constructivist principles without clear understanding of the socio-historic context within which they emerged. This paper explores the major elements of postmodernism and their interconnectedness with constructivist early childhood education. Challenges associated with ongoing efforts at promoting constructivism in early childhood development programmes of post-colonial Nigeria are reviewed in reference to three themes: conception of educational institutions, conception of child upbringing, and implementation of early childhood education policies. The paper notes that Nigeria could still pass for a ‘modernising’ society and can therefore not fully operate at the postmodernist level. This is more so because the rudiments of democratic culture are yet to take roots. In addition, postmodernism has its own inherent contradictions which could make it not fully applicable in a country like Nigeria. The paper therefore concludes that educational principles associated with postmodernism should be promoted with caution in early childhood centres in the country.

Promoting Constructivist Early Childhood Education in a Post- modernist Era: Challenges for Nigeria