The Relevance of Early Childhood Care and Education Curriculum and its Practice in Selected Regional States of Ethiopia
| dc.contributor.advisor | Dawit Mekonnen (PhD) | |
| dc.contributor.author | Walelign Admasu | |
| dc.date.accessioned | 2024-11-20T07:11:58Z | |
| dc.date.available | 2024-11-20T07:11:58Z | |
| dc.date.issued | 2024-04 | |
| dc.description.abstract | The purpose of this study was to investigate the relevance of ECCE curriculum and its practice in Ethiopia focusing on three regions (Addiss Ababa, Hawassa and Debrebirhan). The study attempted to air out the incorporation of guiding principles and basic elements in the ECCE curriculum, the suitability of preschool learning environment for the practice, the correspondence of teacher education curriculum to ECCE curriculum, the appropriateness preschool teachers’ practice for children andother factors affecting the practice. To attain the main objective of the study, the mixed approach of descriptive survey and explanatory sequential designs were used. Data were gathered from 362 preschool teachers and 221 graduating class preschool teacher-trainees, fifteen sample preschool classes, and documents. Questionnaires, checklists for document analysis and observation, interview and discussion were the instruments used for data collection. The collected data were analyzed using various statistics like frequency, percentage, average, and χ2 test. The ECCE syllabus communicates the philosophical, psychological and sociological bases for ECCE curriculum but not at explicit and required level.The historical base and technological changes were not totally communicated in the syllabus. The syllabus was also indicated the objectives, thematic areas, four developmental directions, teaching methods, assessment approaches, and resources for teaching the themes for preschoolers.But,the emotional, moral and spiritual aspects of development, the ethics and values of the society were not indicated in the syllabus. The instructional methods in the syllabus were far from appropriateness for preschoolers and insufficient to use them for the teachers. The assessment means did not consider the different learning styles of children. tests were used frequently as assessing means intead of taking notes and observing children in action.Thus, the curriculum, instructional strategies, assessment means, and resources in the syllabus seemed to be found in need of amendment. The learning environment in the sample preschools of Ethiopia did not seem conducive to the proper implementation of the ECCE curriculum. Insufficient spaces for indoor activities, absence of learning centers and unfit types of equipment for children were common phenomena in many sample preschools. Teaching and play materials as posted pictures in many preschools were at sub-standard level and did not attractattention of children.The outdoor environments for children did not seem conducive for different physical and motor activities. Thus, the learning environment (in-door and out-door) has limitations for facilitating chidren learning and development. The Teacher Education Program (TEP) courses do not create balance among the three knowledge areas (content, pedagogical, and child development and learning). The child development and learning knowledge area is represented only by two out of fourty-two courses so that it is highly marginalized. The subject-related pedagogical knowledge area did not involve courses that acquaint trainees with specific teaching methods for natural and social sciences as well as ethics and aesthetic/art subjects. The courses for general teaching /active learning methods have been totally forgotten. Action research courses were with limited contribution for practice. The contribution of TEP in acquainting trainees with the contents of the ECCE curriculum was not favored at the required high level. The correspondence of TEP curriculum to the ECCE syllabus is found either at a low or medium level. So, the relevance of TEP courses for implementing the ECCE curriculum has limitations. So, the training has limited benefit. The preschool-teachers were not properly practicing the five key functions though they rated their accomplishment positively. The methods used by teachers in teaching the three age levels children were similar so that they did not seem appropriate for all children. Similarly, the assessments employed were unfit for preschoolers. So, the preschool curriculum practice was inappropriate for children of the three age levels. The conditions like support from others, provision of services, nature of the program, and resources were facilitating the ECCE curriculum practices at medium level. But, the funding mechanisms, pushing down the curriculum, group size and adult-child ratio, space for program and the provision of health services were hindering ECCE curriculum practice. The development process of curriculum materials; the nature of objectives and contents, and administration were also creating challenges in practicing ECCE curriculm. Working on the contents of the material, the classroom conditions, teacher education program, and in the creation of know-how, attitude, and sense of responsibility on concerned bodies were considered as means of alleviating the problems. Thus, the ECE and teacher education program curriculua are in need of revision. Following developmentally appropriate practice in coaching children seems vital. The factors affecting preschool education practice need to get attention from concerned bodies. The teacher practice and learning for preschool education needs further studies for the future betterment of the program. | |
| dc.identifier.uri | https://etd.aau.edu.et/handle/123456789/3646 | |
| dc.language.iso | en | |
| dc.publisher | Addis Ababa University | |
| dc.title | The Relevance of Early Childhood Care and Education Curriculum and its Practice in Selected Regional States of Ethiopia | |
| dc.type | Thesis |