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 "Fiseha Teklu"

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    Pedagogical Practices in Selected O- Classes in Tahtay Maychew Wereda
    (Addis Ababa University, 2023-10) Gebreslseie Girmay; Fiseha Teklu
    Children arrive at school with different backgrounds, experiences and different stages of development. The purpose of this study was to identify the pedagogical practice used by O-class teachers in Tahtay Maychew Wereda.. To this end, qualitative research method was used for the study. Five (5) O-class teachers, Five (5) school principals and One (1) wereda curriculum coordinator were taken as sample of the study by applying purposive sampling technique. Interview and observation checklist were used to get data from the target population. The result of the study shows that the common method of learning - teaching practiced in the classroom situation was teacher-centered which is inappropriate at the preschool level. The result of the findings indicates Diploma graduate and specialized teachers in the area, but lack of resource and other related facilities hinder them from implementation of developmentally appropriate teaching method in O-classroom. The result of the finding indicates that O-class teachers select teaching method based on the teacher’s Guide like song, local dance and play. O-class teachers assess children using oral question and observation checklist; in addition they use some instructional materials like small stones and sticks to count number and flash cards. Finally, based on the findings there was great problem related to indoor and outdoor materials and facilities in the selected school. Therefore Tahtay Maychew Wereda Educational Office and other non-governmental organization must pay their attention to the preschool students. Because the early years of the child in order to share the future hopes of this country.
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    Perception, Roles And Challenges of Using Folktales In Pre-Primary Education Program of West Shewa Zone, Ambo Woreda
    (Addis Ababa University, 2024-05) Workineh Nedessa; Fiseha Teklu
    The main objective of this study was to investigate perception, roles and challenges of using folktales in pre-primary education program of West Shewa zone, Ambo woreda survey research design was used to conduct the study. 98 teachers from 30 pre-primary schools and 1 educational head office were selected via purposive sampling technique and 5 principals were selected through simple random sampling technique. The instrument was developed by researcher and piloted before it was used for final data gathering and it was found reliable and valid. The data collected were analyzed using descriptive statistics and narration. Descriptive statistical analysis was used to determine the perception and roles of using folktales in pre-primary education program and narration was used to indicate the challenges of teachers in telling folk. The result of the study show that pre-primary school teachers were perceived that folktales have important role for improvement of memory and attention of early childhood, thinking, reasoning skill, problem solving and communication skills of early childhood development. Additionally, Folktales have the role for teaching-learning process but its challenging in telling folk to children for they are not familiar with new vocabulary and lack of training and awareness how to present folktales by teachers and lack of teachers in pre-primary schools. All level of educational office, making accessible the video made for the new curriculum in general and other related issues. The teachers and school principals should be adjust the program to invite the elders to preprimary schools for folktales session/period/ and motivate children for folktale. The Oromia Education Bureau, restructuring the modules of the college training to harmonize with the preprimary integrated curriculum approach. Joint work of the Bureau of Education, Culture and Tourism Bureau and the center for the study and research of Afan Oromo language to enrich the folktales in the preprimary schools to support the new curriculum in practice. Recording and transmitting the folktales in the curriculum by the Oromia Broadcasting Media through Gamme- Channel to be followed by parents, children and child-minders. Key Word: Perception, Folktales, Cognitive, Development, Role
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    Preprimary Teachers' Knowledge, Attitudes, and Self-Efficacy Toward Inclusive Education and the Provision of Services for Children with Special Needs
    (Addis Ababa University, 2024-06) Hela Getachew; Fiseha Teklu
    This study explores preprimary teachers' knowledge, attitudes, efficacy toward inclusive education and the provision of support for children with special needs in Addis Ababa. A convergent parallel mixed-methods design was employed, combining a quantitative survey using a five-point Likert scale and qualitative semi-structured interviews. The study took place in three sub-cities, Arada, Yeka, and Gulele, which have a total of 515 preschool teachers. From this population, a sample of 115 teachers from six inclusive schools was selected. In addition, 13 teachers and special education teachers participated in the interviews. Data collected through surveys and interviews provided insights into teachers' understanding, attitudes, and efficacy related to inclusive education. The findings revealed a significant gap between teachers' self-reported knowledge and their actual understanding of inclusion. Although teachers generally expressed positive attitudes toward inclusive education and reported high confidence in implementing inclusive strategies, they often lacked practical skills and struggled to adapt teaching activities to meet diverse needs. The study also found a positive correlation between teachers' knowledge, attitudes, and self-efficacy, indicating that higher levels of knowledge are associated with greater confidence in implementing inclusive strategies. However, no significant differences were found between demographic factors such as age, teaching experience, or exposure to students with special needs in influencing teachers' knowledge or attitudes. The study further highlighted gaps in service provision for children with special needs, compounded by limited collaboration with special education experts and class teachers and insufficient training. Thus, advancing inclusive education in preschool settings requires targeted professional development, stronger collaboration between teachers and special needs, and better allocation of resources. Recommendations for policy and practice include comprehensive teacher training programs and improved cooperation between general and special education department. Key Terms: Inclusive Education, Knowledge, Attitude, efficacy, service provision