This study examined the integration of guidance and counselling into early childhood education in the Mubi Education Zone of Adamawa State. The study was guided by three research questions and three research hypotheses. A descriptive survey research design was adopted for the study. The population of the study comprised 3,702 primary school teachers, from which a representative sample of 361 teachers was drawn from public primary schools across the five Local Government Areas that constitute the Mubi Education Zone. Data were collected using a structured questionnaire titled “Integration of Guidance and Counselling Services in Early Childhood Education Questionnaire” (IGCECEQ). The data collected were analysed using both descriptive and inferential statistical techniques, including mean, standard deviation, t-test, and ANOVA. Findings from research hypothesis one revealed a significant gender difference in the mean scores of respondents regarding the role of guidance and counselling services in enhancing socio-emotional development among early childhood children in the Mubi Education Zone of Adamawa State (P < 0.05). Findings from hypothesis two revealed a significant relationship between teachers’ attitudes toward the integration of guidance and counselling services and their years of teaching experience (F = 195.649; P < 0.05). Findings from research hypothesis three revealed a significant gender difference in the mean scores of respondents regarding the factors influencing the integration of guidance and counselling services in early childhood education in the Mubi Education Zone (P < 0.05). The study recommends, among other measures, deliberate capacity-building programmes for teachers, supportive educational policies, adequate institutional resources, and stronger collaboration among teachers, counsellors, parents, and school administrators to strengthen guidance and counselling practices and promote the socio-emotional, behavioural, and educational development of early learners.

Keywords: Early childhood education, Integration, teacher’s perception, gender.