Current Practices of Early Childhood Education at Nekemte Administrative Town Compaired among Private, Faith Based and Governmental Centers
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Date
2014-06
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Addis Ababa University
Abstract
The purpose of this study was to describe current practices of ECE at Nekemte Administrative
Town. The study employed concurrent embedded design. Teachers, directors, care givers,
parents, and experts (regional, zonal and administrative town). Questionnaire, interview,
observation and document review were used to gather data. Data were analyzed using both
quantitative and qualitative methods of data analyses. The results of the analyses revealed that
teachers had satisfactory practice in ECE but the contents of curriculum did not consider holistic
development and learning needs of the children. Parents and government were not sufficiently
participating in ECE. The indoor and outdoor environment of ECE centers was not favorable
and childsized. Accessibility of ECE for children with special needs was weak. Shortage of
supervision, well-designed curriculum, quality pre-service and in-service training, awareness
among stakeholders, adequate resources and budgetary system, materials and equipment,
awareness of parents and interest of professionals were challenges hindering preschools at
Nekemte Administrative Town. Although there were opportunities of using materials like early
childhood education standard, guideline for preschool education, guide line for children with
disabilities, locally available materials, the preschools were not properly using these
opportunities. The findings implied that stakeholders need to have awareness about early
childhood education, its benefits and its effective practices. Furthermore, pre-service and in
service quality trainings should be given for teachers. At last to be successful in early childhood
education, the preschools need to use the opportunities
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Keywords
Based and Governmental Centers