The Current State of the Learning Environment in the Ethiopian Kindergartens
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Date
1997-06
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Addis Ababa University
Abstract
The purpose of this study was to survey the current state of the learning
environment in the Ethiopian Kindergartens to obtain a clear picture of the
situation of preschool education at the national level. To this end, three data
gathering instruments(observation scales, questionnaires, and interview) were
employed, while fifteen kindergartens, fifty-six teachers teaching in those
kindergartens, head of kindergarten teachers training institute, and pertinent
officials in the six sample urban centers were used as the subjects of the study.
Percentage and mean scores were employed to analyse the data.
Findings made clear that the distribution of child areas with regard to
indoor space is below standard in the kindergartens of Awassa, Dire-Dawa,
and Dessie with the average mean scores of .30, .32, and .32 respectively,
while kindergartens in Jimma and Nazareth have proper distribution of child
areas with the average mean scores of .48, and .46 respectively; eight
kindergartens (two from each towns of Awassa, Dire-Dawa, Dessie, and
Nazareth) are inadequate in bathroom facilities with the mean scores ranged
from .14 to .29, while two kindergartens in Jimma are adequate scoring .50 and
.57 respectively. Problem solving and creative construction materials have
been found to be poor with the mean scores which ranged from .14 to .34 while
the rest have been in a good working conditions their scores being in between
.37 and .60. In all the studied kindergartens information and literary materials
are meager and in poor conditions with the mean scores that ranged from .14
to .36. Props for sociodrama, musical toys and equipment, and hard surface
play area equipment are scant in most of the kindergartens the mean scores
being .14 and .36. Significantly higher proportion of the teachers (68 percent)
have not got inservice or refresher courses; and the majority of the teachers
(80 percent) have got only a three months training.
On the other hand, encouraging results have been documented as
regards staff facilities, distribution of child areas in outdoor; and arrangement of
the available toys, equipment, and materials.
Finally, prolonging the duration of the training to at least one year; giving
adequate time for practice teaching, and field based observation; providing
opportunities for further training of teachers through seminars, workshops,
summer courses, etc.; applying a ~ift-system; attempting to keep the norms
set whenever kindergartens are established; and equipping kindergartens with
at least the toys and equipment that could easily be prepared locally as the
major reconfmendations in order to help improve the existing deplorable
conditions.
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Keywords
Learning Environment