Center for Early Childhood Care and Education

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https://etd.aau.edu.et/handle/123456789/1664

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Browsing Center for Early Childhood Care and Education by Author "Abraha Asfaw (PhD)"

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    Assessement of Literacy Learning Among „O‟ Class Children in Aysaita Refugee Camp and Host Community Schools
    (Addis Ababa University, 2023-06) Dugabas Mekonnen; Abraha Asfaw (PhD)
    The purpose of this study was to assess the literacy learning among “O” class children in the Aysaita refugee camp and host Community Schools. A mixed design method was used to conduct the research. There were about 482 children enrolled “O” class learning in the town. About 45 of the subject selected from the refugee camp (about 50%) and 25% of the population, from the host community schools (100 children). Random sampling was used to select 100 students from each school. Finally, 145 subjects were selected for the study. International Development for Early Learning Assessment (IDELA) is a standard tool used to collect data. Interview, focused group discussion, observation, and document analysis were used to triangulate the results. The vocabulary learning of “O” class students in Aysaita Refugee and the host community on vocabulary skill learning, particularly in listing market items in their surrounding children status indicates that the mean value for Refugee school is M= 5.84 and for the host, the community is M=5.68 whereas animal named in Aysaita Refugee (M= 4.60) and the host community (M=4.69). On print awareness skill indicator in the learning of literacy showing in which direction reading continues in the book, hence from refugee students' mean value of M=.62 and the host community's mean value of M=.52 . Comparing with T- test the two groups, there is no statistically significant difference on vocabulary and print awareness skill development. On the other hand the mean value for children letter identification skill is M= 8.25 for refugee children and 7.31 for host community; emergent writing skill development the mean value for refugee O=class children is 2.33 and host community is 2.98. The comparison made using t- test on letter identification and emergent writing skill development, indicated that statistically there is significant different among refugee and host community children on the two learning skill development. This implies the host community children better identified letters. Meanwhile, the study has indicated challenges in literacy learning in the study area. Lack of rich learning environment, lack of enough inputs to teaching and learning, lack of ability on pedagogical facilitation, lack of parental engagement and absence of qualified “O” class leaders for the program indicated as a challenge for better status of literacy learning in the study area. Keywords: Letter identification; oral comparison; sound; print awareness; vocabulary
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    Assessment of the Implementation of Early Childhood Education (Ece) Curriculum in Private Kindergartens: A Case Study in Kirkos Sub City,
    (Addis Ababa University, 2023-09) Taye Mammo; Abraha Asfaw (PhD)
    The purpose of this study was to investigate early childhood education curriculum implementation in private kindergarten and to explore the status, conduciveness of instructional materials and facilities of the curriculum kindergartens (KG) or preschools use and identify the most pressing challenges that are influencing the preschools gov’t curriculum implementation in Addis Ababa City Administration, Kirkos sub city. A total of 27 participants (Preschool teachers, principals, experts) were selected purposefully and involved on interviews. To gather detailed information from the participants and the observed kindergarten situations/contexts and settings, a qualitative case study approach was used. Accordingly, data were collected through interviews, observations, and document analysis. The data gathered from the aforementioned participants was coded, grouped under recurrent themes, and then interpreted accordingly. Findings of this study also revealed that KG schools used various kinds of curricula from different sources. Moreover, the study revealed that in consequence of these curricula from different sources (countries abroad and reference books establishing individuals and business doing enterprises), the curricula that were practiced in the KG schools were not age and developmentally appropriate. Finding of the study also showed that academic areas focused curricula and somewhat semi teacher centered and semi child-centered teaching-learning approaches were largely in practices in these KG schools rather than play-based approach of government curricula. Few KGs try to improve/upgrade the government curricula and apply it and others use another “school developed” curricula. Provision of the gov’t curriculum, syllabus and teacher's guides were also being available to all private kindergartens in adequate amount without preconditions. The study also revealed good commitment of the government to promote KG school education. suggested points on the government curricula was it would better to prepare new highly integrated KG curricula or revisiting the existing competency-based partially integrated curricula partitioned into five thematic learning areas and upgrade it according to the age levels. Key words: Early Childhood Education, Kindergarten, Preschool Curriculum, School Based Curriculum
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    Play-based learning practices in Mekanisa Akababi and Mald kindergartens, Addis Ababa
    (Addis Ababa University, 2023-06) Sara Teklu; Abraha Asfaw (PhD)
    This study was conducted to examine the practice of play-based learning in two kindergartens in Lideta sub-city, Addis Ababa, and endeavored to give answers to the following research questions: (1) How do teachers understand play-based learning? (2) For what purpose do KG teachers use play-based learning? (3) What type of play and play-based learning approach do kindergarten teachers use in the teaching and learning process? (4) What are the opportunities and challenges of Kindergarten teachers in using play-based learning? Using qualitative case study design, the study was conducted in two purposely selected kindergartens, one governmental and private, and obtained data from a total of six participants (two principals and four teachers) interview formats and observation of instructional processes. Thematic data analysis results showed that kindergarten teachers agree on using play-based learning as an instructional approach and generally, they use free play as a break from structured activities and use guided play to scaffold children’s learning in a specific area. Outdoor and physical play is the most common types of play observed in both kindergartens. However, differences in types and use of play-based teaching were observed between the governmental and private kindergartens. Scarcity of indoor and outdoor play materials and equipment especially in the public kindergarten; capacity limitation in both public and private kindergartens stand out as critical implementation challenges of learning through play in the study kindergartens. Accordingly, integration of play-based activities into the curriculum, teacher training in play-based instruction, and further research in the area were suggested to address the challenges and institutionalize play-based learning in kindergartens
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    Practice of Play Based Learning in Numeracy Instruction: A Case Study in Liba Preschool in Legetafo Subcity
    (Addis Ababa University, 2024-06) Chala Gerema; Abraha Asfaw (PhD)
    Preschoolers learn foundational mathematics concepts such as counting, patterns, shapes, and measurement through hands-on experiences such as playing with blocks, puzzles, and other materials. The purpose of this study was to investigate the practice of play-based learning in numeracy instruction in LIBA preschool in Legetafo subcity, Oromia region, Ethiopia. Specifically, the study tried to identify teachers’ understanding of play-based learning, types of play in numeracy instruction implementation, and challenges faced by the teachers. Using a qualitative case study design, data was collected from four teachers through interviews and observation and analysis of data using a thematic approach. The result of the study was that two teachers create engaging learning environments by incorporating play-based activities into numeracy instruction. Both used varieties of play-based activities, such as number songs, physical play, and manipulative, to teach numeracy concepts. On the other hand, two teachers relied more on direct teaching methods and did not use play-based activities frequently. The challenges faced included limited resources and a lack of support from the administration. Based on these findings, the study recommends that the preschool should invest in high-quality professional development opportunities for its teaching staff and the preschool should ensure that teachers have access to the necessary materials, dedicated learning spaces, and sufficient time to plan and implement engaging, play-based numeracy activities. Key Terms: Play-based Learning Numeracy Practices numeracy instruction
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    The Relationship between Home Experience and Literacy Development among Kindergarten Children in Kanenus School, Sheger City, Gelan Sub-city, Ethiopia
    (Addis Ababa University, 2023-06) Mishell Kassahun; Abraha Asfaw (PhD)
    The goal of this study was to investigate the relationship between home experience and literacy development among kindergarten children attending the Kanenus School in Gelan sub-city, Sheger city, Oromia region. A quantitative non-experimental correlational study was conducted with 60 kindergarten children and their parents. While questionnaires were administered to gather information on literacy-related home practices from parents, data from students was assessed using the literacy subtest IDELA assessment package. Correlational analysis showed: (a) the four types of literacy-related home practices, i.e., oral communication, parental teaching, shared reading, and parental modeling, were positively correlated with students' literacy performance; (b)Parental modeling and shared reading exhibited stronger associations compared to the other practices. (c) Of the six types of literacy practices examined, all except writing showed a positive correlation with students' overall home experiences; (d) despite most parents having a middle or upper range monthly income; their homes lacked an adequate number of books for children. Based on the results and discussions strengthening school – parent relationship and organizing awareness creation schemes for parents and teachers on integrating home and school literacy experiences are recommended as future actions. Since this research is limited to one setting, initiating further research might also help to generate data for better understanding and wider applications.