This study investigated dermatoglyphics applications in Nigerian early childhood education through a mixed-methods approach. Research examined correlations between fingerprint patterns and learning abilities in 720 children (ages 3-8), assessed educator awareness through surveys of 840 professionals, analyzed existing implementations, and identified implementation challenges. Findings revealed significant correlations between specific dermatoglyphic features and learning domains—whorls and high ridge counts associated with mathematical and visual-spatial abilities, while loops correlated with verbal-linguistic strengths. Most educators (76.2%) showed interest despite limited awareness (23.7%). Current applications exist primarily in elite private institutions, raising equity concerns. Implementation challenges include resource limitations, knowledge gaps, cultural factors, and ethical considerations regarding deterministic interpretation. The research supports dermatoglyphics as a potentially valuable complementary assessment approach when implemented within culturally appropriate, ethically sound frameworks. Recommendations include policy development, phased implementation, teacher training initiatives, and further research on longitudinal validity and culturally appropriate applications. The study contributes Nigeria-specific correlational data, cultural contextualization frameworks, and practical implementation guidance for educational stakeholders
