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 (PhD)"

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    Center of Early Childhood Care Education Policy and Practice Gap on Implementation of Preschool Inclusive Education
    (Addis Ababa University, 2024-06) Ljalem Tsegaye; Fiseha Teklu (PhD)
    During visits to preschools in certain areas of Addis Ababa, Ethiopia, I became aware of significant issues in the early childhood care and education (ECCE) system. These issues stemmed from a disconnect between the stated policies and the actual practices in terms of the participation of children with special needs in inclusive preschool education.The central purpose of this study was to investigate the gap between policy and practice in the implementation of inclusive education in two government preschools, Netsanet Chora and Hawaria Petros. To address this, I employed a qualitative case study approach, which allowed me to deeply explore and describe the perspectives, experiences, and practices of the inclusive education policy implementers. The study involved 16 carefully selected participants.The findings revealed that the teachers lacked the necessary knowledge and skills to effectively implement the inclusive education policies. Teachers were also working with inadequate resources and support, and there were shortcomings in terms of policy guidelines, standards, a common curriculum, and teamwork. Based on these findings, I recommended the adoption of an interaction model of policy implementation. This model integrates both top-down and bottom-up approaches to foster positive and active collaboration between policymakers at the higher level and the implementers at the local level. KEY TERMS: Early childhood education, preschool education, Education policy implementation, Policy framework CHAPTER
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    Pedagogical Practices in Selected O- Classes in Tahtay Maychew Wereda
    (Addis Ababa University, 2023-10) Gebreslseie Girmay; Fiseha Teklu (PhD)
    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.