This study investigated the extent of acquisition of pedagogical skills and competencies
among early childhood educators in Nigeria’s Nsukka municipality. The research utilized
a descriptive research approach. A total of 62 educators were randomly selected from
31 grade schools in Nsukka, Enugu State, Nigeria, using a basic random selection
technique. A researcher-made instrument: Teachers’ Pedagogical Skills and
Competencies Questionnaire (TPSCDQ) was used for data collection. A total of 62
copies of questionnaires were administered, with two copies for each school. This gives
a total sample size of 62 participants. ANOVA was used to test hypotheses concerning
the influence of teaching experience on the independent variable, while descriptive
statistics was deployed in measuring the level of growth of educators’ pedagogical skills
and competencies. For data screening and analysis, SPSS version 20 was utilized. To
test statistical significance, a 0.05 statistical significance criterion was employed.
Childhood educators in Nsukka, Nigeria, were found to have a low level of pedagogical
skills. In Nsukka, Nigeria, there is also a scarcity of core pedagogical competencies
among teachers and educators. According to the findings of the study, teaching
experience has no significant impact on pedagogical skills among childhood educators.
The data also demonstrated that among childhood educators, teacher experience is not
a significant factor of pedagogical competencies growth.

Keywords: Pedagogical skills, Pedagogical Competencies, Childhood Educators