Admas, Fantahun (PhD)Aga, Dinke2018-08-072023-11-052018-08-072023-11-052014-06http://etd.aau.edu.et/handle/123456789/11158The 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 opportunitiesenBased and Governmental CentersThesis