Abstract
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.