Children’s early development and learning are influenced by multiple systems that including the micro system (e.g., school financial capability), meso system (e.g., Government-school partnership), exo system (e.g., community type, early education policies), and macro system (e.g., school culture). Given the need of early education studies, the study focused on selection of instructional resources by teacher’s in the short term and in the long term. the study sought to look at how teacher influence children’s early learning outcome, with a particular focus on teachers’ perceptions on availability of instructional resources. Based on data collected using self administered questionnaires from 341 Early Child Development Education (ECDE) teachers, we found that the teachers do not have access to overhead projectors, television and radio, DVDs and CDs, internet, computers, online databases and mobile phones instructional technologies. The implication for policy the government should prescribe the minimum resources available for use by preschool teachers in ECDE centers countrywide to ensure that all preschool children are afforded a quality start to education.