Amali, I.O.O.Bello, M.B.Tilakasiri, S.L.2021-05-272021-05-2720151391-121https://uilspace.unilorin.edu.ng/handle/20.500.12484/5586This study examines teachers’ role in the implementation of the objectives of pre-primary education policy in Nigeria. The objective is to draw attention to the collaborative mandates ascribed to teachers to ensure fulfilling their obligations in the successful implementation of the policy. This study addresses the educational and social relevance of pre-primary education in Nigeria, especially in respect to cognitive, emotional and social development of Nigerian children. In view of its societal relevance, this study advocates for a desirable and necessary educational process and provides guidelines on teachers preparation, supply and motivation which are desirable for ensuring successful implementation of pre-primary education policy in Nigeria. It also identified teachers’ constraints, show the way forward that would ensure that teachers achieve their mandates in the successful implementation of the policy objectives. A study like this is relevant to the understanding of the objectives of pre-primary education as contained in the National Policy of Education and could contribute to the process of developing a more effective approach to address the problem of achieving the objectives of the policy in Nigeria. It recommends a strong commitment of federal, state and local governments education authorities to facilitate the successful implementation of the policy objectivesenPre-Primary EducationTeachers’ RoleEducation Policy in NigeriaArticle