Arba Minch College of Education

Assessing the Implementation of Pre-school Education

Program: the Practice of O-Class in the Catchment Areas of
Arbaminch College of Teachers’ Education, SNNPR, Ethiopia

By:
Fitsum Ayele Lakew
MA, Developmental Psychology

April, 2019
Arbaminch
 Table of Contents
CHAPTER ONE....................................................................................................................................1
INTRODUCTION.................................................................................................................................1
1.1 Background..................................................................................................................................1
1.2 Statement of the Problem.............................................................................................................4
1.3 Objectives of the Study................................................................................................................7
1.4 Significance of the Study.............................................................................................................7
CHAPTER TWO...................................................................................................................................9
REVIEW OF RELATED LITERATURE.............................................................................................9
2.1 Historical Overview of Early Childhood Care and Education Internationally.............................9
2.2 Historical Development of Early Childhood Care and Education in Ethiopia...........................10
2.3 Modalities of Early Childhood Education in Ethiopia...............................................................11
2.4 The Physical and Social Environment and Equipment of Pre-schools...................................12
2.5 Training Qualification of Pre-school Teachers......................................................................15
2.6 Methods of Teaching in Pre-school.......................................................................................16
2.7 Curriculum of Pre-school Education......................................................................................18
2.8 Relationship between Pre-school, Parents and Community...................................................18
2.9 Review of Previous Studies.......................................................................................................19
CHAPTER THREE.............................................................................................................................21
METHODS..........................................................................................................................................21
3.1 Design of the Study...................................................................................................................21
3.2 Population..................................................................................................................................21
3.2.1 Locality...............................................................................................................................21
3.2.2 Sample and Sampling Techniques......................................................................................21
3.3 Data Gathering Tools and Procedures........................................................................................21
3.4 Data Analysis.............................................................................................................................22
3.5 Ethical Consideration.................................................................................................................22
CHAPTER FOUR...............................................................................................................................23
RESULT AND DISCUSSION............................................................................................................23
4.1 General Characteristics of Participants......................................................................................23
4.2 Preschool Outdoor and Classroom Features..............................................................................26
4.2.1 Preschool Outdoor Features................................................................................................26
3.4.2 Preschool Classroom Features............................................................................................28
4.3.3 Availability, Appropriateness and Accessibility of Materials in Preschools.......................30

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 4.3.4 Organization of Preschool Classrooms...............................................................................31
4.4 Preschool Teachers Approach and Learning Experiences in Preschools....................................33
4.4.1 Teacher-Child Interaction...................................................................................................33
4.4.2 Punitiveness in Preschools..................................................................................................35
4.4.2 Organization of Learning Experiences in Preschool...........................................................36
4.5 Parents and Community Involvement in Preschool Education...................................................39
CHAPTER FIVE.................................................................................................................................41
SUMMERY, CONCLUSION AND RECOMMENDATION.............................................................41
5.1 SUMMERY...............................................................................................................................41
5.2 CONCLUSION.........................................................................................................................42
6.3 RECOMMENDATION.............................................................................................................45
REFERENCES....................................................................................................................................47
APPENDICES........................................................................................................................................i
APPENDIX A....................................................................................................................................i
APPENDIX B...................................................................................................................................ii
APPENDIX C...................................................................................................................................iv
APPENDIX D...................................................................................................................................v
APPENDIX D..................................................................................................................................vi

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 List of Tables

Table 3.1 Summary of the characteristics of preschool teachers participated

in this study ……………………………………………………………………….23
Table 3.2 Frequency and percentage showing the physical compound status of
observed preschools…………………………………………………………….…26
Table 3.3 Frequency and percentage showing the construction of preschool
classrooms……………………………………………………………………........28
Table 3.4 Frequency and percentage showing the safety issues observed preschools….........29
Table 3.5 Frequency and percentage showing availability, appropriateness and
accessibility of observed preschools……………………………………………....30
Table 3.6 Frequency and percentage showing the overall organization of observed
Preschools ...…………………………………………………………………...…..32
Table 3.7 One Sample T-test result on the pre-school teacher-child interaction………….....33
Table 3.8 One way ANOVA Summary table of mean differences of teacher-child
interaction in preschools …...…………………………………………………….34
Table 3.9 One Sample T-test result on the pre-school teacher-child interaction……….........35
Table 3.10 One way ANOVA Summary table of mean differences of
punitiveness among……………………………………………………………...36
Table 3.11 One Sample T-test result on the pre-school teacher-child interaction ...…….….37
Table 3.13 One way ANOVA Summary table displaying mean differences of
learning experiences in preschool………………………….……………….........38

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 ABSTRACT

The prime target of this research is investigating the current practices of preschool education. The
study was carried out on preschools located in the catchment area of Arbaminch College of Teachers’
Education. About 21 preschools were selected; accordingly 21 preschool teachers and 15 school
principals were directly involved in this study. Structured observation and interview were data
collection tools. Mixed research design, concurrent nested model was used to analyse the results of
this study. Accordingly the following findings were deduced. Majority of teachers in preschools lacks
the appropriate skill and knowledge to facilitate the program i.e. preschool teachers assigned
irresponsibly, salaries for teachers and the budget allocation was not uniform. Primary school
principals remark preschool programs as an extra burden on their task. Majority of preschools were
not built in a safe and conducive environment for young children. In over 90% of preschools the very
necessity pure drinking water is not available and 81.8% of preschools don’t have clean and child
sized latrines. In more than half of preschools the classrooms are not well lighted and ventilated due
to inadequate number of windows. Preschool’s classrooms are also not safe; classrooms are not tidy
and clean (95.5%), materials were not kept safely (86.4), and all preschools observed don’t have first
aid materials. Over 95% of preschools don’t have adequate paly and learning materials. In over 95%
preschools classrooms are not organized with different corners and appropriate materials also 86.4%
of preschools are not suitable for children with special need. Preschool teachers interaction with
young children was found poor in targeted schools with (t=-2.943; p=0.008). Teachers with a
qualification related to preschool programs have good interaction with young children
F(3,21)=8.112, p<0.05. The study also found that majority of preschool teachers are punitive
(t=2.39, p=0.026), i.e. teachers frequently shout at children, use long sticks and twisting children’s
ears. Less experienced preschool teachers more punitive in managing young children than those who
spent more time with young children F(3,21)=3.854, p<0.05. On the other hand preschool teachers
who are qualified in preschool education programs seems to treat young children appropriately than
those qualified to teach other subjects in primary schools F(3,21)=3.463, p<0.05. Learning
experiences in preschool found to be not playful, routine/repetitive, pre-planned and initiated by the
teachers where children are not allowed to freely choose activities. Generally activities in preschool
classrooms are monotonous and beyond the developmental level children. Majority of preschools use
instructional media different from children’s mother tongue. This study also found that parent’s
involvement in preschool education is in-adequate which is resulted from lack of awareness with
regard to the purpose of preschools. Finally based on the findings relevant recommendations were
forwarded for all stakeholders including preschool teachers, principals, Woreda and Zonal education
office and teacher training colleges.
Key terms: O-class, Child-teacher Interaction, Preschool Indoor and outdoor Environment,
Organization of Classroom Experiences

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 CHAPTER ONE
INTRODUCTION
1.1 Background

It is obvious that insuring young children to have positive experiences, stimulation and
support earlier is crucial to their well-being and holistic development. Children’s
participation in early childhood programmes, where they can get better nutrition, health and
education is beneficial because it leads to improved outcomes, in both short and long term. In
line with this research findings shows that quality early stimulation has in impact on child’s
holistic development. For instance, Hart and Risley, in their study found well managed and
organized early childhood programs boost development and provide a strong foundation for
entering school with the social, emotional, and pre-academic skills needed for learning (Hart
and Risley 2003).

Different philosophical and scientific evidences cement significance of early childhood

education. The philosophical foundation of early childhood education was provided by John
Locke, and Jean Jacques Rousseau, whereas the curriculum and methodology basis were set
by Fredrich Froebel, Maria Montessori, and Rudolf Steiner. Recently it was significantly
grounded by the research and theories of Sigmund Freud, Jean Piaget, and Erik Erikson
despite the differences in their approaches of early childhood education they have common
principle, which claims if early childhood education practices and other programs adapted to
maturing needs, abilities and interests of the child it has weighty impact the child’s
development in different aspects (David Elkind, 2016).

Good-quality early childhood care and education programmes not only benefit children and
families, they also have the potential to reduce social inequality and benefit communities and
societies at large. Investment in quality early childhood education yields a high economic
return, offsetting disadvantage and inequality, especially for children from poor families. It
has also the potential to reduce social inequality, and benefit the societies at large by levelling
the playing field by reducing inequalities between rich and poor and it is thus a key
component to breaking the cycle of intergenerational poverty (Leslie J. and Linda T. W,
2005).

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The research evidence is now complemented by global agreement that the development of
policies for early childhood should be a top priority. The first goal of the Dakar Framework
for Action on Education for All called for the expansion and improvement of “comprehensive
early childhood care and education, especially for the most vulnerable and disadvantaged
children” (UNESCO 2000). Similarly, the 2010 EFA global monitoring report states that
ECCE is “the bedrock of Education for All,” helping children prepare for later schooling and
observes that children from the poorest households have the most to gain from good ECCE
because these programmes “can play an important role in offsetting social, economic and
language-based disadvantages” (UNESCO 2010b).

In Ethiopia early historical data on children is so scant indicating that almost they were
neither seen nor heard. However, in the medieval period male children began attending
church services at around four, where they began first formal education. Church services
focus drilling and practicing alphabets which was followed by reading and recitation of
religious texts, i.e. Psalm of David, Gospel of St. John and others (James L. Hoot, Szente and
Mebratu, 2004).

Ethiopia has a long history of deductive education provided almost exclusively to males but,
at the end of the nineteenth century during the reign of Emperor Menelik II, the first modern
preschool as a kindergarten established in Dire Dawa serving the children of French
consultants who were helping build Ethiopia's first railroad (Negash 1996). Development of
such programs was very slow compered to kindergarten expansion in other nations during the
same period of time. From 1908 to 1974, for example, only 77 kindergartens were established
in Ethiopia. Moreover, these programs provided education for only 7,573 out of the 3.5
million children aged 3-6 (as Richard Pankhurst 1986, cited in James L. et. al. 2004).
Following the socialist revolution of 1974, pre-primary education was greatly expanded. For
instance, preschool teacher training centre was opened in the capital city, Addis Ababa, in
1080. Additionally, at the Ministry of Education, specialized departments that were
responsible for the early childhood education were introduced and National Literacy
Campaign supported by UNESCO was launched in the late 1970s which contributed to the
expansion of early childhood education (James L. et. al. 2004). The Derg also prioritised
state childcare, linked to the policy of encouraging women to participate in public life.
Accordingly, the government encouraged communities to establish preschools, leading to the

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first secular pre-schools in rural areas. Enrolment at the national level increased from 7573
children in 1975 to 102,000 children in 1990 (Tefera et al. 2009).

In 1991, the Ethiopian People’s Revolutionary Democratic Front (EPRDF) and its allies
overthrew the Derg. At this point, the country’s infrastructure was devastated, access to
education was low, and extreme poverty was widespread (Abebe, W. et.al, 2012). In recent
years rapid progress has been made, especially in primary education where the Net Enrolment
Rate increased from 22.5 percent in 1992 to 85.3 percent in 2010/11. The report also
indicated that less attention has been given to early childhood education until recently
(Ministry of Education 2012).

Early childhood education has been a much lower government priority. For example, the
1994 Education Training Policy, introduced by the EPRDF government soon after taking
power in 1991, undertook to develop a curriculum and quality assurance standards for ECCE.
However, it cited insufficient resources for setting up ECCE programme and the issue was
left to private sector, NGOs, and communities to play a major role in setting up ECCE
programmes (Tefera et al. 2009). As a result early childhood education dominated by private
fee-charging nursery schools and kindergartens which are mainly accessed by children of
middle-class parents living in urban and semi-urban areas. Thus, in rural areas, most children
either have no access to ECCE or are only able to attend informal priest schools (Yeneta).

In the absence of government provision of ECCE, growth in pre-school services has been
limited, with an increase in coverage of only 2 percent between 1999 and 2006 (UNESCO
2009). The enrolment rate for pre-school education has remained very low, especially in rural
areas of the country. For instance, in 2008, out of the estimated 7.3 million children of the
appropriate age group (4-6 years) only about 4.2% were reported to have access to preschool
education (Woldhanna and Gebremedhin, 2012). This figure depicts the status of early
childhood education is lagging behind of other Sub Saharan nations where least ECCE access
was evident compared to the rest developing. In 2008, less than 17 percent of African
children aged four to six were enrolled in any form of early childhood programme, a much
lower proportion than in East Asia (40 percent) or North America and Europe (77 percent)
(UNESCO 2010a).

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Few years ago critically considering the significant urban-rural disparities in accessing ECCE
and recognising the significance of children’s early experiences for their later schooling and
development, Ethiopian government has given a due attention for early childhood care and
education. In the fourth Educational Sector Development Program (ESDP IV) Strategic
Operational Plans and sounding ECCE policy frameworks were incorporated. These
documents specify the role of the government in improving access and maintaining quality of
ECCE and its governance through supervision and inspection.

The provision of early childhood education has been well investigated in urban areas of our
country and problems related to the implementation of the program discovered and measures
were taken. However, the issue was not sufficiently explored in rural communities like most
of our college’s catchment areas catchment area. Only one study was found in our catchment
area which was conducted by Tanga Babulo 2010, on implementation of early childhood
education in Dawro Zone. In line with the fresh attention of the government in implementing
early childhood education, the current research aimed at assessing the practice and challenges
preschool education in the catchment area of Arba Minch College of Teacher’ Education and
contributing our part for the improvement of the program.

1.2 Statement of the Problem

The early childhood years set the foundations for later life. The early years of life are critical
for the acquisition of concepts, skills and attitudes that lay the foundation for lifelong
learning. Recent research in the field of psychology has found that cognitive and non-
cognitive stimulation in early life are critical for later development. Therefore ensuring young
children to have positive experiences, stimulation and support is crucial to their well-being
and holistic development.

Quality pre-schooling provides a foundation for later learning and development. Investing in
well-conceived, good-quality early childhood education helps to meet the diverse needs of
young children during the crucial early years of life, enhances their readiness for schooling,
and has a positive and permanent influence on later schooling achievements (Carneiro and
Heckman 2003). Early childhood education not only affects the cognitive development of

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young children, but also a number of non-cognitive skills such as motivation, self-discipline
and socialisation.

Early childhood education in Ethiopia has been dominated by private fee-charging nursery
schools and kindergartens which are mainly accessed by children of middle-class parents
living in urban and semi-urban areas. In this regard, the government have been playing a
limited role in providing quality pre-school education. However, critically considering the
significant regional as well as urban-rural disparities in participation and recognising the
significance of children’s early experiences for their later development Ethiopian government
developed a national ECCE policy framework in 2002.

The framework developed by Ministry of Education clearly stated that the Ministry of
Education is responsible for providing an enabling environment for the establishment of pre-
schools. This includes training teachers, developing a curriculum, providing play and
teaching materials, providing supervision and quality assurance, and registering pre-schools
at the regional level. District education offices are responsible for providing facilities, but the
ECCE Framework encourages the use of existing community centres, churches, mosques,
alternative basic education centres and primary school compounds, rather than building new
facilities (Ministry of Education 2010).

According to the ECCE framework, pre-schools should encourage the acquisition of basic
skills (pre-reading, pre-writing, counting, and arithmetic) in preparation for formal schooling.
There is also an emphasis on “social emotional competence, including self-regulation,
intrinsic learning motivation, and the ability to cooperate with other students” and “basic life
skills such as hand-washing and good eating habits” (Ministry of Education 2010c). The
programme aims to be “child-centred” and “will include culturally relevant, developmentally
appropriate, and inclusive indoor and outdoor materials and activities” (Ministry of Education
2010c).

Delivering on the promise of preschool program is one of the greatest challenges in the
world, especially in the world’s poorest countries, and among the poorest and most
disadvantaged communities within those countries. UNESCO’s Global Monitoring Report
made the point most strongly “Early childhood services of good quality remain inaccessible
to the majority of the world’s children. This is especially true for children in the poorest

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countries and for the most disadvantaged among them. The upshot is a perverse outcome for
equity: those with the most to gain from ECCE are least likely to participate” (UNESCO
2009).

The Government of Ethiopia’s rationale for involvement in early learning is to offer a cost-
effective method of improving children’s readiness for school. Ethiopia seeks to reach targets
by delivering early learning through four programme types (‘modalities’); Kindergarten,
Child to Child, ‘O’ Class and Accelerated School Readiness (UNICEF 2016).

There are no policy restrictions governing which of the modalities regions employ to reach
enrolment and quality targets. In SNNP, one particularly interesting innovation is the
establishment of O-Classes away from school sites. This has resulted in the number of O-
Classes exceeding the number of schools in 2016-17. It is a regional response to extending
access to early learning for all communities, with multiple O-Classes (Rossiter, J., Hagos B.,
Rose, P., Teferra T. and Woldehanna, T. (2018).

Providing the responsibility for primary schools to accommodate ‘O-Class’ ensued higher
enrolment of young children. Though the fresh start of the program is something to be
appreciated, running the program without allocating additional budget and appropriate
personnel and proper follow-ups may keep us far from its quality. Therefore regular
monitoring of the program through scientific investigation is vital. Studying the program as a
whole to identify the pitfalls faced during the practice and addressing them to the concerned
bodies can play pivotal role in improving the practice.

The issue of preschool is a concern of TTCs (Teachers Training Colleges Education); as a

result Arbaminch College of Teachers Training has been producing preschool teachers for the
study area and providing in service training for those who manage and facilitate the program
in the catchment area. The reasons that triggered the researcher to conduct this research is his
duty as a teacher educator, to understand the practice on the ground for enhanced support,
rich personal experience contacting preschool teachers/facilitators and frequent observation
of the implementation of preschool education in the study area.

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Therefore, this research attempted to respond the following questions;
 What is the status of the implementation of preschool education (O-class) in the
catchment areas of AMCTE?
 Do the facilitators/preschool teachers/parents clearly aware/understood the purpose
of preschool education?
 Do preschool facilitators/teachers acquired with the required skills for the level?
 How was the involvement/participation of different stakeholders?
 Does the preschool environment (indoor and outdoor) conducive for young
children?
 What should be done to improve the implementation of preschool education (O-
Class) in the catchment areas of AMCTE?

1.3 Objectives of the Study

The prime target of this research is investigating the current practices of preschool education
in the catchment areas of Arbaminch College of Teacher Education.

Specifically this research intended at;

 Examining preschool teacher’s awareness of preschool program across qualification.
 Describing the indoor and outdoor environment of preschools (O-classes).
 Examining the current practices of preschool (O-class) implementation.
 Identifying underlining challenges in implementing preschool (O-class) education.

1.4 Significance of the Study

Investing on early childhood education is a wise investment because investment in early
childhood programmes has a large returns offering high pay-off in human capital. The period
from birth to the entry to primary education is a critical formative stage for the growth and
development of children. The learning outcomes; knowledge, skills and values of primary
education are stronger when appropriate learning and development occur in the years
preceding regular schooling. Thus, early childhood education results in fewer dropouts, more
completion and higher achievement of learning competencies in later grades. There is also
evidence that early learning improves the child's chances of enjoying good health, exploring
natural talents, better performance, being socially skilled, and not committing crimes. Even
though the world has placed utmost importance many years earlier, we as a nation were too
late. Now a day government’s fresh attention to access preschool education is promising.

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Nonetheless, the government’s intention of addressing quality preschool education cannot be
realized without the contribution of stakeholders. It is the believed that scientific
investigations like the current one plays a vital role in identifying difficulties in implementing
the program and showing areas to be focused in taking remedial actions.

The researcher firmly believe that the current study will contribute its own in pushing the
program beyond access, by critically assessing the current status of preschool education
(implementation), identifying the challenges early and suggesting measures to be taken.
Additionally this study will pave the way and serve as a base for those who are interested to
conduct further investigation on the program.

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 CHAPTER TWO
REVIEW OF RELATED LITERATURE

This chapter discusses the literatures concerning the preschool education in two parts. The
first part provides with a precise overview of the world. Africa and Ethiopian experience of
preschool education. The second part narrates the major theories and principles that govern
the practice of preschool education. Lastly the researches that have been conducted on the
area are treated.

2.1 Historical Overview of Early Childhood Care and Education Internationally

Educating young children has been one of the practices of mankind since the time of
memorial. Its modern emergence is however traced back to the golden period of Greek,
whose thought, political philosophy and education among other things influenced the
Western World. Plato (427-347 B.C). One of the Greek Philosophers is pioneer in advocating
the importance of organized early intervention in children’s life under the guidance of trained
teacher (Butler, 2001, cited in G/Egziabeher, 2014). Since then a number of scholars have
contributed to the development of early child education.

Those who contributed to the discipline of early childhood education came from occupations
and professions outside the academic domain. What they had in common was an
understanding of children. Thus early childhood education started with the child and not with
the subject (Ibid).

Elkind (2010) wrote that the philosophical foundations of early childhood education were
provided by John Amos Comenius, John Locke, and Jean Jacques Rousseau. Its curriculum
and methodology were created by people like Johann Heinrich Pestalozzi, Friedrich Froebel,
Maria Montessori, and Rudolf Steiner. Most recently, it was scientifically grounded by the
research and theories of Sigmund Freud, Jean Piaget, and Erik Erikson. All these proponents
of the field agreed on a common principle that early childhood curriculum and practice must
be adapted to the maturing needs, abilities, and interest of the child.

This was the principle embodied in the Kindergarten Program. Developed by Friedrich
Froebel (1782-1852) and the first early childhood program to be widely adopted both in
Europe and abroad. Froebel, who had worked in the Swiss school of Johann Henrich P started
his first Kindergarten (Child Garden) in 1837. The Kindergarten movement was driven by the
industrial revolution and the introduction of women into the factory labour force.

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Latter, Maria Montessori’s (1870 – 1952) early childhood program was also widely adopted
both in Europe and abroad. But it was not until after WWII that early childhood education
came to be seen as an important first step on the educational ladder. Yet there were few
significant developments before the 1960s. The steady growth that started in 1960s gradually
reached its peak since 1990s (Elkind, 2010).

The above discussion has shown us that the history of early child education has gone through
different steps to reach were it is today.

2.2 Historical Development of Early Childhood Care and Education in Ethiopia

In the earlier period Pre-primary school education in Ethiopia was basically given by elder
brother/sisters and faith based institutions namely Orthodox Church “Abinat” school, Mosque
/mederesa/ missionaries for the sake of maintaining the moral values and serving the religious
purpose (Aregash, 2005 cited in Tsegaye, 2014). This was followed by English, and German
schools intended for prosperous families in Adiss Ababa. By 1971, a pilot project of Early
Childhood Education in major towns commenced, administered by Swedish and American
peace Corps Volunteers (Ministry of Community Development and Social affairs, 1972 cited
in Mwamwenda, 2014). It is estimated that there were 77 ECE schools for children whose
age ranged from 4-6 years, for a population of 3.5 million. Most of such schools were in
urban areas, and there were hardly any in rural areas. Those responsible for schools were
missions, private organizations and the Ministry of National Community Development and
Social Affairs. The Ministry of Education was involved in the administration of Early
Childhood Education (Mwamwenda, 2014).

The turning point in Early Childhood started in 1981, with the establishment of the Ethiopian
Children Commission, whose primary function was to care and educate Ethiopia children.
This resulted in policy development activity involving awareness, workshops and seminars;
followed by the inclusion of Early Childhood Education into Education Policy. A curriculum
was developed and teacher education for ECE was introduced with relevant support from
UNICEF. This progress, however, was short-lived with the change in government in 1991,
most programs initiated in the previous regime where halted (James L. Hoot, Szente and
Mebratu, 2004).

It began to boost again with a new education and Training Policy in 1994 which recognized
Kindergarten education as a very important element for the preparation of formal schooling.

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For a decade or so the government left the program to the private sector and other
nongovernmental organizations to intervene in giving access to children (MOE, 1994). The
Ethiopian government emphasis to Early Childhood gained its momentum in 2010 through
publication of a ‘National Policy Framework for Early Childhood Care and Education
(ECCE). The framework is built around four pillars:- parental education, early child health
and stimulation (pre-natal period up to age 3), preschools: Kindergartens (4 – 6 +years) and
non-formal school readiness (notably Child – to – Child) initiatives (MOE, MOH, MOWA,
2010). The policy framework also encourages the establishment of pre-schools of various
kinds, including community based pre-schools, and pre-schools attached to public primary
schools (Orkin et al, 2012 cited in Rossiter, 2016).

Based on this all government primary schools have opened and been practicing Pre-School
Education all over the country.

2.3 Modalities of Early Childhood Education in Ethiopia

Ethiopia seeks to reach targets by delivering early learning through four programme types
(‘modalities’); Kindergarten, Child to Child, ‘O’ Class and Accelerated School Readiness
UNICEF, 2016).

Kindergarten Program

Kindergarten is part of the Pre-primary education is a formal program mostly managed by

private sector which involve children aged 4–6 with a duration up to three years. This
program has its own curriculum, trained teachers, administrative staffs, and schools
compounds. Most of the Kindergarten schools are operated by non-governmental
organizations such as communities, private institutions, and faith based organizations.

“O” Class Program

“O” class is also a part of the pre-primary education system a formal program which involves
children of the target age of 6 that do not have access to Kindergarten. The children of this
program are coached by selected teachers from the respective primary school. Through this
process the preschool child gets ready for grade one.

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Child to Child Program

Child to Child is also a part of the pre-primary education system that will last for two months
through which elder brother or sisters play with their younger brothers and sisters and
neighbour children. The playing becomes part of learning. Through this process the preschool
child gets ready for school.

2.4 The Physical and Social Environment and Equipment of Pre-schools

It is generally accepted that the richer and more pleasant pre-school environment provides
more opportunities for a child to explore, experiment, plan, and make discussions for them,
thereby enabling them to progress in their learning and development. A good environment for
children must be safe physically as well as psychologically (Feeney et al, 1987 cited in
G/Egziabher, 2014), children are active learners in well prepared, safe and secure learning
environment. Feeney et al, (1987) suggested some criterion for effective preschool physical
setting;

1. Preschool Site/Location

The location of preschool should be safe and away from things or situations that could put the
life of children in danger. Generally the following points should take in to account while
planning to establish preschool.

 Pre-school, must be located away from the crowded areas of the city/town, burial
ground and main traffic for the purpose of children’s safety.
 The vicinity must also be as to permit any future expansion.
 A raised area, dry, and have natural drainage free from water logging
 Clean, pleasant, and well maintained building.

2. Building

The building should be planned to conform to the laws of sanitation, hygiene, ventilation, and
lightening. A single story building is preferable for convenience and safety for the small
children. There must be some open area for the outdoor play activities (Haile, 2010, cited in
G/Egzabher, 2014)

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 3. Preschool Classroom Physical Environment

The physical environment of classroom has a profound effect on individual child and the
group as a whole. The physical environment includes the size of the room, the color of the
walls, the type of flooring and the number of windows. Classroom environment includes
organized space in to interest corners such as corner of art, science, books, dramatic play,
sensory materials, music, woodworking, manipulative toys and games (Feeney et al, 1987
cited in G/Egziabher, 2014).

4. Preschool Outdoor Learning Environment

The physical environment of pre-school has a profound effect on individual learning. The
physical organization of the indoor space is important but no pre-school environment is
complete without taking in to account the outdoor area since together they make a total
learning environment. Many of the skills and competencies which develop during those early
years are learned from the outdoor environment; children do much more than run, climb, and
ride bikes. They notice the weather, insects, plants and everything going on around them
(Studer , 1998 cited in G/Egziabher, 2014). So as to be favourable area of learning outdoor
area must be safe and secure with ample space for the children to play freely, preferably with
trees, flat grass areas and bushes where children can hide-and-seek and play in the mud.

If the pre-school is attached to an elementary or secondary school then it is important that the
play area is separated from the older children. The outdoor equipments should provide
children with a wide variety of opportunities for active physical experience wood, boxes,
planks, and so on will enable children to build interesting structures which will serve as
triggers to imaginative play. The following are areas of consideration:

 Playground equipment should be six feet away from fences and buildings.
 Place shock absorbent material under equipment and extending six feet beyond.
 Gates should have a safety latch; remove poisonous plants, litter and insect nets
 Check equipment for sharp edges, missing or loss parts, or deteriorated, splintered
wood
 Cover a sandbox when not in use.
 A minimum of two teachers be on the playground at all times.

13
A successful outdoor playground is often simple, a natural landscape full of sensory
experiences offering a wide variety of challenges, responses and uses. In an outdoor play area
you may find a sandpit, a digging patch, a variety of climbing equipment, water play, swings,
balls, blocks, carpentry and aids for dramatic play (Welcome to Kindergarten: 2009). In
addition to offering children a rich outdoor play environment where they can have a wide
variety of active or physical play experiences and, where possible, learn about the nature;
preschool outdoor play area shall be safely enclosed, fenced, or protected from traffic by
other natural barriers (Marrison, 1986). An interesting and challenging play environment can
enrich children’s play, generate feelings of well-being and self-worth, and promote positive
relationships. On the other hand, a boring or neglected play environment offers children few
opportunities for satisfying play and gives children the message that adults don’t value them
enough to provide something better (Welcome to Kindergarten: 2009).

In general, the outdoor learning environment plays a great role for the child in the overall
development when the playgrounds designed are developmentally appropriate and adequately
managed.

5. The Nature of Classroom Environment in Preschool

It is stated that the physical environment of the classroom may need to be modified to the
welcoming of all students. Further it may need to be rearranged to provide more space for
path ways for children in wheelchair. Teachers should be active mobilizes to the settlement of
safe classroom environment. The environment should let them play unreservedly. Above all,
to make the pre-school learning environment child friendly and support the learning and
holistic development of the child, teachers and their aides together with the relevant
management group need to have appropriate skills, knowledge, awareness and commitment
which ultimately require to have appropriate in training.

6. Equipment and Materials in Preschool

Equipment and materials make the bones of pre-school education program. It gives children
first-hand experience. Hence, to promote children’s social, emotional, intellectual, and
physical development, it is necessary to provide appropriate equipment and materials for
variety of activities.

Among the major categories of materials of great significant include skill and concept
materials such as simple card games, books of varies types and puzzles; from gross motor

14
materials such as balls, pull toys, riding toys, etc; manipulative materials such as building
sets. Markers, pencils, scissors, etc; constructional materials such as blocks, building sets, and
wood working materials; self-expressive materials such as dolls, dress-up clothes,
housekeeping toys, and musical instruments and natural materials like sticks, leaves, rocks,
sand, mud, water etc (Haile, 2010, cited in G/Egzabher, 2014).

Indoor equipment, like chairs and tables must be of such weight and design that can be
carried out easily and safely about the room by children. It should permit the child to sit
comfortably in relaxed position. Tables, which are square and wide enough to allow children
to work opposite each other, encourage conversation and appreciate of the work of others
required child-sized and open shelves make it easy for children to have toys and books they
need when they need them, (Heffernar and Todd 1960; Foster and Headly, 1959 cited in
G/Egzabher, 2014).

2.5 Training Qualification of Pre-school Teachers

Pre-school teachers play a critical role in the development of the children. There is general
agreement today that teachers of young children need to be involved in all areas of child’s
development i.e. social, emotional, intellectual and physical (Feeney et al, 1987 cited in
G/Egziabher, 2014).

The role of pre-school teachers and other care givers influence the development of children
more than any specific curriculum or educational methodology and they are also responsible
for immediate, face to face care (physical and psychological) of the children. It is indicated
that the job of pre-school teachers is varying and challenging; it demands knowledge, skill,
sensitivity and creativity.

Generally it is suggested that a given pre-school teachers should fulfil the following
requirements:

 Should be at least 18 years old-matured enough to handle young children;

 Should be healthy enough to perform all duties safely and should have no disease that
could be transmitted to the children.
 Must be willing and able to carry out the activities required by the curriculum
 Must be able to work with children without using physical or psychological
punishment.

15
  Be willing and able to increase her/his skills and competence through experience,
training, and supervision;
 Be very progressive and enthusiastic, always to work for the development and welfare
of the children.
 Be academically well trained and qualified. Preferably training in early childhood
education, or child development or child psychology;
 Be preferably women to deal with the young children with their soft and motherly
affection (UNESCO, 2010, G/Egziabher, 2014).

2.6 Methods of Teaching in Pre-school

Learning and teaching strategies in early childhood education has to be child-centre. Hence
children’s active participation is pivotal to the effectiveness of learning. In this strategy
teachers have no dominant role in the learning activities, but engage in various roles such as
that of facilitator, information provider, learning assessor, etc.

No matter which learning and teaching strategy is adopted, play is an indispensable and
important tool for facilitating children’s learning. It helps children know their surroundings
and experience the joy of co-operating and sharing with other. Through play, children can
develop their physical, intellectual, social, creative and thinking abilities. Play is also
considered to be the best activity for promoting children’s physical and mental development.
Suitable play not only enables children to express their emotions and gain pleasurable
experience, but also promotes their learning and growth. Therefore, play and children’s
development are interrelated. Teachers have to make good use of play as a major element for
constructing the curriculum (Tsegaye, 2014).

There are other appropriate methods of teaching suitable for facilitating pre-school child’s
development and learning besides play children enjoy and benefit from short group sessions
during which they learn to listen to each other and the teacher singing together. Listen to
stories and develop a sense of time by remembering what they have done and planning ahead
learning canters are sometimes design to focus children’s attention on concept, process or
skill and provide opportunity for self-initiated investigation and practice. Field trip is also
another important method from which children learn much.

16
The researcher summarized some teaching approach applicable in pre-school classroom as
follows;

I. Reggio Emilia Method

This educational approach promotes self-directed learning. Since kids, especially in their
early years, are curious and active learners, encouraging children to discover their
surroundings works wonders. It sparks creativity in young kids, inspires getting a clear and
better picture of the world around them, stimulates curiosity in little ones, makes them feel
happy socializing, and eventually motivates kids to carve a space of their own. 

II. The Play Way Method 

The educational approach relies on plays and fun activities to teach, mentor, and brush motor
skills of young children. Children are the happiest when they are playing than doing anything.
Teachers in good preschools use play as an important tool to groom and educate children. Of
course, introducing the little ones to innovative games and blending them with basic learning
work like magic. For example, certain games motivate kids to learn new alphabets, colors,
numbers, and more. What’s more, the educational approach is rarely boring and keeps
children engrossed for a long time. 

III. The Waldorf Method 

Waldrorf argue that a well-rounded student is not always an academic genius but a creative,
independent, and disciplined scholar with the ability to relate to their surroundings better. A
Waldorf education method prioritizes combining academics with various other disciplines,
such as art, physical grooming, music, storytelling and activities. The approach is often
described as a method to spark imaginative abilities in kids. Also, textual inferences and
reading are introduced at a much later stage in the Waldorf style of learning. 

IV. The Bank Street Method 

Offering a supportive educational environment is critical to help a child grow. The Bank
Street method, although underrated, is one of the most effective educational styles to mentor
scholars into intelligent and creative students. It is quite similar to a play way method.
However, the educational module includes a very different nature of activities. For example,
the approach inspires kids to work on puzzles, building blocks, making figures out of clay,

17
and more. Little do you realize that these activities bring out the imaginative and logistic
skills in a child. 

V. The Montessori Method

A physician by profession and one of the first pioneers of modern learning, M Montessori’s
educational method targets the cumulative development of young minds. It prioritizes
nurturing the social and cognitive skills of students via sensory learning. What’s more, the
multifaceted learning experience encourages children to learn from their experiences. 

2.7 Curriculum of Pre-school Education

Pre-school curriculum should follow and incorporate play as teaching method (Chazzan,
2002, cited in G/Egziabher, 2014) explained positive view of the functions of play.

A good curriculum provides activities that include opportunities for children to learn by
observing and experimenting with real objects; balance of child and teacher initiated
activities; group projects in which cooperation can occur naturally; a range of activities that
requires the use of large and small muscles; exposure to good literature and music of
children’s own cultures and of other cultures represented in the class. It is suggested that
quality curriculum in pre-school education demonstrates the following:

 It organized around central themes abilities and personalities.

 Employs sound and consistent assessment and documentation procedures: and
 Integrates objectives, methods, material as well as implemented by teachers who have
formal training and experiences (Miller and Mc Dowelle 1993as cited in
G/Egziabher).

2.8 Relationship between Pre-school, Parents and Community

1. Pre-school and parent’s relationship

Parents play a major role in a successful pre-school education through proper understanding
of their children and assisting them as when required. Parents also try to understand the
child’s natural curiosity and accordingly allow him or her to explore, investigate and learn
freely.

Furthermore, it is explained that home and school are two worlds for pre-school children,
where total development takes place. Hence, home and school relationships have an essential

18
role to play in promoting children’s educational progress. Home-school relationship can be
improved through, home visits, parents interviews, and meetings, parents participation is
school programs and developing material for parents. Considering their vital role, the
Ethiopia government recognized the responsibility to parents and care givers as they are
important persons to inculcate life principals, spiritual and moral values (MOE, 2009).

2. Preschool and community relationship

The preschool educational system can promote holistic child development through supporting
comprehensive programs with active involvement of the families and communities. Schools
that communicate with their external public in some organized way enhance their chance of
getting better public support, minimizing criticism, learning the values and priorities of a
community and receiving many functional ideas that will help them educate students better
(Bagin & Donold, 2001, cited in G/Egziabher, 2014). Cognizant of the above mentioned
values of community participation, Ethiopia has emphasized the contribution of communities
in its ECCE framework (MoE, MoH, 2010).

2.9 Review of Previous Studies

There are pieces of works done on preschool education here and there. For the sake of this
research these literatures are categorized in to two MA theses and published researches.

In the first category the MA these of Tanga (2012), Selamawit (2012), Tsegaye (2014) Hiwot
(2014) and G/Egziabher (2012) are consulted.

Despite Tanga’s (2012) valuable contribution I which he brings to light the case of preschool
education in Dawro Zone. His thesis is limited to the case of five schools, which makes it
least representative to the real situation of the Zone.

Selemawit’s (2015) thesis focuses on the preschool education of physically impaired

students. The study discovers the challenges that students faced and areas need the attention
of the responsible body. Nevertheless, its delimitation on single school limits its applicability
to other areas.

Tsegaye (2014) in his MA thesis examines the preschool education in thirty-nine schools of
Lafto Sub City in Addis Ababa. The researcher uses both qualitative and quantitative
methods, in which he employed questionnaire, interview, and observation. Based on the data
he gathered he drew conclusion and forwarded suggestion. In fact the researcher tries to get

19
sufficient data, but the lack of clarity about the observation what was observed and how many
times, and the interview that excluded teachers, makes me doubtful of the conclusion.

Hiwot’s (2014) study aimed at assessing the Practices and Challenges of Leadership in the
private Kindergartens of Bole Sub City, in Adiss Ababa. The researcher examined how
kindergarten principals enact and experience their leadership, the leadership styles employed,
the way they held their position, the challenges they encounter and the assistance they get
from education offices. The research forwarded that the principals were not adequately
trained in the area of leadership and early childhood education. Most principals held their
position by promotion from the teaching profession. Thus, they feel incompetent and lack
confidence. The principals have faced many challenges related with insufficient school
resources, diverse early childhood staff combinations, lack of training in their context and
leadership and miscommunication between management teams, the researcher brought in to
light the practice of leadership, one of the components of effective ECCE, it does not treats
the whole preschool education.

G/Egziabher’s (2014) research focuses on the practices and challenges of Early Childhood
Care and Education in Arada Sub-City government kindergartens of Addis Ababa. It tries to
study the practice through the sufficiency and efficiency nature of key inputs and
management practices it finds out that the kindergartens are not that much conducive for all
children such as narrow classes, great number of children in the classes, low participation of
parents, and stakeholders, lack of training principals, teachers, experts and parents/guardians
are great barriers to implement Early Childhood Care and Education.

In the second category Amogn’s (2015) researcher and Hoot, Szente and Mebratu’s (2004)
study fall. Amogne’s study examines the association between attending pre-school education
and academic achievement of grade 8 students in Dessie town. The researcher concludes that
attending pre-school education has significant association with student’s academic
performance in regional examination. It also suggests that further large scale study is needed.

Hoot and et.al (2004) in their research tries to address the historical development of early
education in Ethiopia.

The above researches I have reviewed are either conducted at different places or treated
different issues than the topics I intended to conduct.

20
 CHAPTER THREE
METHODS
3.1 Design of the Study
In the present study the mixed method (Embedded design) approach of data analysis and
interpretation, specifically the explanatory sequential approach was employed. This specific
approach gives priority for the quantitative data and then integrated with qualitative data;
collected through interview, during discussion phase. The qualitative data used to supplement
the quantitative data (Creswell, 2007).

3.2 Population
3.2.1 Locality
The current research investigated the implementation of preschool education in preschools
found in the catchment areas of AMCTE. The catchment area of AMCTE covers five zones
and two special woredas of SNNPR. The five Zones named as Wolaita, Dawro, Gamo, Goffa,
and South Omo and the two special Woredas are Basketo and Konta.

3.2.2 Sample and Sampling Techniques

Since the catchment area is very wide and it is difficult to manage every preschools found in
the catchment, selecting representative samples is mandatory. The catchment was
geographically wide, thus the researcher decided to start by randomly selecting Zones and
Special Woredas. Three Zones and one special woreda were selected through simple random
sampling. After the three zones were identified two Woredas from each of three Zones were
selected in the same way, using simple random sampling (lottery method). For the reason that
it is difficult to target all the preschools found in each Kebeles of sample Woredas, the
researcher decided again to select three preschools from each sample Woredas; two
preschools from woreda town and one from a nearby Kebele was selected. Consequently
twenty one (21) preschools randomly selected via the procedure stated above and all
preschool teachers and 15 primary school principals, participated in this study.

3.3 Data Gathering Tools and Procedures

In this research different instruments were used which are appropriate to collect relevant
information to the study. The questionnaire, observation (structured), and interview are used
to collect data from sample participants.

21
Questionnaire was used to collect socio-demographic information from preschool teachers.
Observation was also used as primary tool and the observation checklist was developed by
the researcher. The observation checklist has two parts; the first section consist 30 items
focus on assessing the status of preschools indoor and outdoor environments, construction
and organization classrooms, availability and accessibility of materials and safety issues in
sample preschools; all the items in this section are rated with the yes or no alternatives. The
second section of the observation checklist consist 22 items to measure preschool the
organization of learning experiences, teacher-child interaction and teachers punitiveness and
items are rated with four point likert scale where, 1 =Not at all present, 2=Somewhat present,
3=Fairly present and 4=Very much present.

Interview was used to collect rich data and further explanations on some points. Interview
guides prepared for both school principals and preschool teachers. After critically review of
available literatures all the tools are prepared by the teacher, initially in English and
translated in to the language that respondents can easily understand (Amharic). Data
collection process was managed by selected data collector following an intensive training on
the procedures of securing relevant information; interviewer’s role and usage of tape
recorders, ethical considerations and administering observation checklists.

3.4 Data Analysis

Both qualitative and quantitative data analysis technique were employed. The data gathered
via questionnaire and structured observation was analysed quantitatively. Frequencies and
percentages were computed to organize demographic variables and identify the current
outdoor and indoor features of preschools under investigation, independent t-test and one way
ANOVA was computed to identify mean differences among preschool teachers across their
age, educational background, teaching experience concerning their approach and organization
of learning experiences. On the other hand, information collected with interview guides was
qualitatively narrated discussed supplementing the quantitative results.

3.5 Ethical Consideration

All the participants consent to involve in study was secured and the objectives and
significance of the study was explained clearly. The participants were also informed that the
information will be kept confidential. To avoid any psychological harm, questions were
carefully framed in manner not to be offensive and disturb respondents.

22
 CHAPTER FOUR
RESULT AND DISCUSSION
4.1 General Characteristics of Participants
Participants of this study are preschool teachers and principals of targeted schools in the
catchment areas of Arbaminch College of Teachers’ Education. As it has been indicated in the
previous section, six Woreda from three Zones are selected and three preschools from each of six
Woredas and three preschools form one special Woreda with a total of 21 preschool were
targeted. Consequently, 22 preschool teachers who are currently teaching in these preschools and
15 primary school principals are directly participated in this study.
4.1.1 Characteristics of Preschool Teachers
Table 4.1 Summary of the characteristics of preschool teachers participated in this study

Variable Category Number Percent

Male 1 4.5
Sex Female 21 95.5
Total 22 100
20-25 7 31.8
26-30 6 27.3
Age 31-35 5 22.7
36-40 4 18.2
Total 22 100
Direct 5 31.8
Certificate in
5 22.7
Preschool teaching
Diploma in
Qualification 4 18.2
preschool teaching
Diploma in other
6 27.3
subjects
Total 22 100
<1yr 5 31.8
1-2yrs 5 22.7
Teaching 3-4yrs 3 13.6
Experience 4-5yrs 5 22.7
>5yrs 2 9.1
Total 22 100
Private 8 36.4
Institution of
Government 14 63.6
Formal Training
Total 22 100.0
Accessed 9 40.9
Access of
Not Accessed 13 59.1
Training
Total 22 100.0

23
I. Distributions of Preschool-Teachers by Sex
As it was displayed on the above table the sex of pre-school teachers seems to be dominated
by females. Only one male teacher that consists 4.5 percent was took a part in this study.
Whereas the mass majority, 95.5 percent of preschool teachers involved in the study are
females. This result reads in line with the policy guideline that prefers females to be
preschool teacher.

II. Distributions of Preschool Teachers by Age

Concerning the age of preschool teachers included in the study the majority (31.8%) are in
between 20-25 age which is followed by the age category 26-30 consisting 27.3% and the age
range 31-35 comprises 22.7% of the total participants. The older age range 35-40 took the
least 18% preschool teachers participating in the study.

III. Distribution of Preschool Teachers by their Teaching Experience

The teaching experience of teachers treated in four categories. Of the preschool teachers
involved in the study 31.8% of teachers served for less than a year and 22.7% of teachers
served in between 1-2 year. The categories from 3-4 and 4-5 consist 13.2 and 22.7 percent of
the total subjects in the study. Preschool teachers whose experience exceeds 5 are only 9
percent.

IV. Distribution of Preschool Teachers by their Qualification

Among teachers involved in the current study, the majority (31.8%) did not attend any
professional training. Whereas, similar number of participants (22.7%) attended preschool
education program at certificate level and diploma on different subjects other than preschool
teaching. Only three participants from the total trained in preschool education at diploma
level. The above data clearly indicate that the current profile of preschool teachers in the
study area does not match preschool teachers profile specified on the policy guideline. In the
policy guide line it was clearly stated that preschool teachers should be trained in early
childhood education, child development or child psychology (MOE 2007). Educators on the
area strongly claim that preschool teachers need to develop all rounded competence, but the
fact on the ground doesn’t read the same. Woodill (2009), further explained, teachers who are
working in preschool programs need to possess basic knowledge in the area of health and
nutrition, pedagogy, curriculum development, handling of inter personal and intergroup

24
relations with children, parents, specialists colleagues. Unfortunately majority of preschool
teachers involved in the study were not even took related trainings to preschool education,
which can possibly impede the effectiveness of the program.

Another huge deficiency found in the current study concerning the way preschool teachers
assigned to teach young children, who need sensitive care and protection. There is no clear
procedure followed to select and assign preschool teachers in our study area. Data collected
form teachers with interview indicate this reality. For the question addressed ‘How do
preschool teachers recruited?’ ‘Who is responsible for assigning preschool teachers’? Most of
the respondents responded as it is the role of primary school principals, but PT3, PT12 and
PT15 noticed differently, as it is the responsibility of the Woreda educational office. For the
same question addressed for primary school principals the response still supports the data
collected from primary school teachers. Respondents represented with PP1, PP2, PP4, PP5,
PP6, PP7, PP9, PP11 and PP10 replied that there is no defined and clear procedure. PP1 and
PP7 stressed that they assigned teachers from departments which don’t have class load.
Principals with code PP2, PP4, PP5, PP6, PP9, PP10, PP11, PP12, and PP15 replied their
own miscarried way of assigning, they assign teachers who failed to fit primary school
program due to competence and disciplinary cases. The rest respondents indicated that they
assign teachers with the order form woreda educational office. Majority of principals reported
the preschool program ‘O-class’ is just an additional burden to their task without adequate
budget allotment. It is very easy to deduce that this practice does not only obstruct the
effectiveness of the program, it has a devastating and hampering effect on the overall
development of young children enrolled in this program.

V. In-Service Training Experience Training

From the total preschool teachers involved in the study only 40% do have training
experience, the majority did not have a training experience. This data imply that preschool
teachers currently running the preschool educational program in the study area didn’t
accessed capacity building trainings. Even though it was believe that short term trainings
support and narrow teacher’s skill gap, the current inaccessibility further complicate the
problem observed with regard to their qualification.

VI. Institution of Formal Training

With regard to the institution majority of sample preschool teachers attended their pre-service
training in private colleges consisting 63.6%.

25
 4.2 Preschool Outdoor and Classroom Features
A supportive preschool learning environment promotes the development of children’s critical
thinking skills; fosters awareness of diversity and multiculturalism; and supports enthusiasm
and engagement as the cornerstones or tactics to learning. Such a productive environment is
created through interaction of appropriate indoor and outdoor activities and materials that
offer opportunities for children to acquire new knowledge and skills. The following
discussion focuses on assessment results considering both the outdoor and indoor features of
preschools targeted in the current study.

4.2.1 Preschool Outdoor Features

Table 4.2 Frequency and percentage showing the physical compound status of observed
preschools
Alternatives
No. Items Yes No Total
F % F % F %
1 Does the school erected in a safe environment conducive 5 22.5 17 77.3 22 100
for young children? (Are there rivers, gorges, animal herd,
disturbing noise nearby)
2 Does the preschool exposed to traffic causalities? (Side to 20 90.9 2 9.1 22 100
the main road).
3 Does the school have a well-built fence? 4 18.2 18 81.8 22 100
4 Does the school have adequate playing field? 9 40.9 13 59.1 22 100
5 Are there adequate pure drinking water supply? 2 9.1 20 90.9 22 100
6 Are there clean and child sized latrines? 4 18.2 18 81.8 22 100
7 Does the preschool contain equipment necessary for 2 9.1 20 90.9 22 100
outdoor play? (Swings, ropes, sand box, tunnels, building
blocks, child-sized balls, balances, climbing frames)
8 Is there adequate shade of trees and other kind? 4 18.2 18 81.8 22 100
9 Does the buildings built on suitable way for special need - - 22 100 22 100
children? (inclusive compound)

As it is shown in the table above almost all of the features described are not adequately found
in targeted schools. For instance 77.3% of preschools are not built in a safe conducive
environment. They are near to gorges, rivers and side to the main roads where disturbing car
noise is evident and prone to accident. Similarly the same percent of preschools don’t have a
well-built fence. Concerning the playing fields of preschools still the majority of schools,
59.1%, don’t have adequate playing field which is very vital for pre-schoolers. In contrary it

26
is believed that play environment has a very significant influence on the quality of child’s
play experiences. Offering children a rich outdoor play environment where they can have a
wide variety of active or physical play experiences and, where possible, learn about the
nature; preschool outdoor play area shall be safely enclosed, fenced, or protected from traffic
by other natural barriers (Marrison, 1986). On the other hand, a boring or neglected play
environment offers children few opportunities for satisfying play and gives children the
message that adults don’t value them enough to provide something better (Welcome to
Kindergarten: 2009).

Another result found in the study which was really shocking is in more than ninety percent
(90.9%) of preschools pure drinking water is not available. Correspondingly, over eighty
percent (81.8%) schools failed to contain, another very important feature to be found in
preschool, that is clean and child sized latrines. The same percent of preschools don’t have
shades in their compound. Then again, among the preschools observed 68.2% don’t have
adequate playing equipment necessary for outdoor play and almost all the schools observed
did not considered children with special need.

Pic:1 A picture that shows the outdoor compound of sample preschool.

In contrary to the results of the study, Yemane Gama suggests that the physical environment
of preschool is one of the major issues that play a significant role in demining the quality of
preschool education. Children need safety and enough space where they can play, jump, run,
rest, observe natural and manmade objects and create things themselves. He also stress that
taking a part in such physical activities at early childhood helps to build strong bones, muscle
strength and lung capacity, increase cognitive function, improves academic achievement and

27
 accelerates neuro-cognitive processing (Yemane Gama 2007). From this we can understand
that the overall structure of preschool’s out-door environment in the study area contribute
nothing to the life of the young children who are attending at present. The current status of
targeted preschools is completely different from expectation and disappointing. They are built
odd to the very purpose these schools are erected for, reinforcing young children’s
development.

3.4.2 Preschool Classroom Features

3.4.4.1 Construction of Preschool Classrooms

Table 4.3 Frequency and percentage showing the construction of preschool classrooms.
Alternatives
No. Items Yes No Total
F % F % F %
1 Is the room size adequate to accommodate children
assigned on it? (1.5m.sq per child) - - 22 100 22 100

2 The door constructed on the way that allows young

children to get in and out easily/freely? 10 45.5 12 54.5 22 100

3 Is there adequate number of windows with the room’s

size? 2 9.1 20 90.9 22 100

4 Is the room well lighted and ventilated? 3 13.6 19 86.4 22 100

As the table 4.3 above displayed, form the preschools observed, 45.5% of them built doors on
the way it allows children to get in and out freely. The classrooms of only three preschools
(13.6%) are found to be well lighted and ventilated, but the majority of preschools classrooms
(86.4%) are not well lighted and ventilated. The data obtained with observation also indicate
that over ninety percent (90.9%) of preschool rooms do not have adequate windows. From
the above findings we can deduce that preschools were not built in a position to
accommodate young children enrolled.

28
 Pic:2 A picture that shows classroom features of some sample schools

A quality preschool environment should be clean, tidy, and flexible to respond to children’s
moods and interests. Well lighted and ventilated spaces allow children to engage in individual
activities and group interaction more comfortably (EYFS, 2016).

3.4.2.2 Safety Issues in Preschool Classrooms

Table 4.4 Frequency and percentage showing the safety issues of preschools compound
Alternatives
No. Items Yes No Total
F % F % F %
1 Is the room floor tidy clean? 1 4.5 21 95.5 22 100
2 Are all playing materials safe? 13 59.1 9 40.9 22 100
3 Are all playing materials kept in clean area and organized 3 13.6 19 86.4 22 100
manner?
4 Are there first aid materials? - - 22 100 22 100

29
 For instance, as we can see from the table 4.4 above 95.5% of preschools classrooms are not
tidy and clean.

In more than eighty-five percent of schools observed (86.4%) playing and learning materials
were not kept safely and in organized manner. In some preschools materials were placed in
closed pedagogical centre where materials are buried under dust. Though it was widely
believed that safety should be a primary concern while working with young children, the
result of the current study clearly indicated safety issues are totally ignored. Scholars firmly
claim that untidy and messy environment limits children’s ability to move around and restrict
their freedom to play and explore. Such kind of environment results emotional disturbance as
well as lack of excitement to engage in classroom tasks (Lester and Russell, 2008).

4.3.3 Availability, Appropriateness and Accessibility of Materials in Preschools

Another theme the current research is interested to observe is the availability, appropriateness
and accessibility of materials in preschools. Since kids need supportive materials to learn and
play we do expect preschools to run the program successfully with such materials. The
following table depicts the result of the study on this issue.

Table 4.5 Frequency and percentage showing availability, appropriateness and accessibility
of observed preschools
Alternatives
No. Items Yes No Total
F % F % F %
1 Are there chairs, tables and shelves which are child-sized? 9 40.9 13 59.1 22 100
2 Is there adequate play/learning materials in the room? 1 4.5 21 95.5 22 100
3 Does the materials placed at children eye level? 2 9.1 20 90.9 22 100
4 Do children easily access playing materials? 8 36.4 14 63.5 22 100
5 Are there some diagrams and pictures which represent 2 9.1 20 90.9 22 100
alphabets, animals other things on the wall?

The table above shows that 95.5% of preschool don’t have adequate play/learning materials
in their rooms. As it was previously discussed, play/learning materials available in few
schools are placed in centres and in boxes under the table. Supporting this idea, the table
above shows that in over ninety percent of schools (90.9%) materials are not placed at
children’s eye level and in 63.5% of preschools observed children don’t easily access playing

30
and learning materials. From this result we can deduce that most of the activities in
preschools are planned and initiated teachers and children are not allowed to freely choose
activities. Furniture and its placing is the chief means of creating defined areas indoors, but
also, at the same time, acts to conditions children’s access to these areas. Chairs, tables and
storage facilities all need to be at child height so that children can operate independently
(Smedley, 1996).

Pic:3 A picture showing learning materials in preschool classroom

It is believed that materials in preschools should be presented in ways that they are easily
accessible and managed independently. Children are generally invited to select their own
activity. They are able to work at their own pace and will be helped by staff as necessary.
Decker and Decker also agreed that in every early childhood classroom, children need a
variety of materials for self-expression and promote their interaction understanding of their
environment. Developmentally appropriate materials for children of all ages provide
important opportunities for children to use divergent thinking (Decker and Decker, 1984).
The above scholars agreed that preschool classrooms should be well equipped with variety of
materials that facilitate child’s growth in different aspects, but in targeted schools this issue
seems ignored.

As it has been indicated previously in this chapter, majority of preschool teachers responded
that they did not involve in any kind of training in relation to preschool education. Other
things kept aside, the absence of capacity building trainings for teachers can holds them back
from preparing materials from locally available objects.

31
 4.3.4 Organization of Preschool Classrooms

It is commonly mentioned in different literatures that children can be initiated and can be
successfully involve in activities when there is an organized preschool classrooms. The
following table shows results concerning the organization of preschool classrooms.

Table 4.6 Frequency and percentage showing the overall organization of observed preschools
Alternatives
No. Items Yes No Total
F % F % F %
1 Are there different corners in the room (Science, art, math, 1 4.5 21 95.5 22 100
music, literacy, and family/home)?
2 Are there adequate learning/play materials in each corner? - - 22 100 22 100
3 Does the room arrangement allow children to move freely? 10 45.5 12 54.5 22 100
4 Are there playing materials for special need children? 3 13.5 19 86.5 22 100
5 Are there playing or teaching equipment’s prepared from 4 18.5 18 81.5 22 100
locally available materials?
6 Are there materials that reflect the cultural values of diverse 5 22.5 17 77.3 22 100
groups?
7 Are there schedules displaying daily activities? 7 31.8 15 68.5 22 100
8 Is there some specific area in the room to display children’s 1 4.5 21 95.5 22 100
creative works?

Even though the policy guidelines and frameworks encourage preschool classrooms to be
organized with different corners i.e. science, art, math, music, literacy, family/home etc,
95.5% of preschools observed in this study don’t have rooms with such corners and all
preschools observed don’t possess adequate learning and playing materials. Children need
opportunities to experience a wide range of materials and activities so that preschool rooms
should contain different corners that can help the total development. With this regard, CYAO
(1993) suggest organizing preschool classrooms by different corners like home, music,
handicraft, literacy, maths and health, with variety of appropriate materials help the child to
develop meaningful experiences, learns about making intelligent choices, stimulate and force
them to spent much time in activities (Hertzberg and Stone 1971). Nevertheless, this feature
was not given an adequate weight in our preschools.

32
Pic:4 A picture of sample preschool classroom feature

The above table also displayed that majority of schools doesn’t have schedules indicating
daily activities (68.5%), doesn’t have a place to display children’s creative works (95.5%),
doesn’t contain materials prepared locally (81.5%) and 77.3% of preschool classrooms does
not reflect values and culture of diverse groups. Though it is believed that indoor equipment
and materials make the bones of preschool education, findings in table 3.6 indicate our
preschools are not organized on the way they attract young children and initiate them to
involve in play and learning activities.

4.4 Preschool Teachers Approach and Learning Experiences in Preschools

It is understandable that the preschool teachers approach towards preschool children, the way
they plan and instruct their classroom activities play a vital role in attaining the purpose of the
preschool education. This section emphasized on interpreting the results concerning
preschool teacher-child interaction, preschool teacher’s punnitivness and overall learning
experiences takes place in targeted preschools.

4.4.1 Teacher-Child Interaction

The preschool teachers’ interaction with young children was assessed by a scale consisting 9
items that focused on teacher’s ability of approaching young children in preschools.

The checklist prepared to observe pre-school teacher-child interaction contains nine items
with four likert scale response categories where, 1 =Not at all present, 2=somewhat present,
3=Fairly present and 4=Very much present. To determine the current status of pre-school
teacher-child interaction, responses for 1(Not at all) and 2(somewhat) calculated together and
responses for 3(Fairly) and 4(Very much) calculated together then a cut point 33 was decided
to test the extent of preschool teacher-child interaction in sample preschools. Consequently
one sample t-test was computed and the result was displayed in the following table.

33
 Table 4.7 One Sample T-test result on the pre-school teacher-child interaction
Test Value = 33
T df Sig. (2- Mean 95% Confidence Interval
tailed) Difference of the Difference
Lower Upper
Preschool teacher-child
-2.943 21 .008 -9.455 -16.13 -2.77
interaction Total

As can be seen from Table 4.7 above, the result indicates that the pre-school teacher-child
interaction score is significantly differs from the test value 33 with (t=-2.943; p<0.01) and
M=23. This means sample preschool teachers interaction with young children was found poor
in targeted schools. Though people who are working with children need to be more humble,
sensitive, caring, supporting and patient, the result of the current study shows the opposite
where sample preschool teachers lack appropriate character in dealing with young children.
The absence of positive and appropriate interaction can cause psychological and academic
problems on children. Supporting this idea a study conducted by Bridget Hatfield concluded
that warm and closes interaction between preschool teacher and the child reduces stress in the
classroom. Her study also found that embarrassed and intimidated children by their teacher
also have shown decreased academic success in preschool, limited school readiness skill and
increased challenging behaviour as they get older (Bridget Hatfield, 2015).

The current study also investigated teacher-child interaction across three characteristics of
preschool teachers such as age, teaching experience, and qualification. The following table
shows the mean difference analysis preschool teacher-child interaction.

Table 4.8 One way ANOVA Summary table of mean differences of teacher-child interaction
in preschools
Sum of Df Mean F Sig.
Squares Square
Between Groups 17.706 3 5.902
Age 1.051 .394
Within Groups 101.067 18 5.615
Total 118.773 21
Between Groups 42.044 4 10.511
Teaching 2.329 .098
Experience Within Groups 76.729 17 4.513
Total 118.773 21
Between Groups 68.273 3 22.758
Qualification Within Groups 8.112 .001
50.500 18 2.806
Total 118.773 21

34
 *Significant difference at alpha 0.05

As we can see from the above table (Table 4.8) only the qualification of preschool teachers
found significant to effect preschool teachers-children interaction in sample preschools with
F(3,21)=8.112, p<0.05. The above table also depicts that there is no significant effect on
teacher-child interaction across age and teaching experience. Based on the significant result
further mean comparison was made and consequently the mean score of teachers with a
qualification related to preschool programs has better mean which in turn imply that they are
have good interaction with young children and treat appropriately. This finding clearly
indicates that teachers who passed through training are better in treating young children.

From the data obtained through interview with preschool teachers support the above idea. For
the question ‘Do you believe that special training is vital to treat young children in
preschools?’ all of the teachers participated in the study agreed with the necessity of training
to treat young children effectively. Even some of the respondents stressed that lack of
trainings created a gap in their practice and they are forced to depend on their experience.

4.4.2 Punitiveness in Preschools

It is broadly understood that young children need to be treated with love and care regardless
of whatever behaviour the exhibit. Accordingly, parents and preschool teachers should be
humble, sensitive and patient while dealing with young children. The following result
indicates the punitive behaviour of preschool teachers while dealing with children in
preschools.

Table 4.9 One Sample T-test result on the pre-school teacher’s punitive behaviour

Test Value = 21
T df Sig. (2- Mean 95% Confidence Interval
tailed) Difference of the Difference
Lower Upper
Preschool teacher's
2.395 21 .026 2.455 .32 4.59
Punitiveness Total

Table 4.9 above shows that a significantly evident preschool teachers punitive behaviour was
observed in the study with (t=2.39, p=0.026). This result supports the previous result in
relation to teacher-child interaction. If they were not equipped with the necessary skill to
positively treat young children it is expected that teachers going to mistreat them and choose

35
punishment as the only measure to manage young children. Following the above result the
researcher also attempted to see whether there difference in punitive behaviour across
teaching experience, qualification and age of preschool teachers.

Table 4.10 One way ANOVA Summary table of mean differences of punitiveness among
preschool teachers.
Sum of df Mean F Sig.
Squares Square
Between Groups 230.859 4 57.715
Teaching
Experience Within Groups 254.595 17 14.976 3.854 .021
Total 485.455 21
Between Groups 190.157 3 63.386
Qualification Within Groups 295.298 18 16.405 3.463 .027
Total 485.455 21
Between Groups 28.699 3 9.566
Age Within Groups 456.756 18 25.375 .377 .771
Total 485.455 21

The above table above (Table 4.10) indicate except the age of preschool teachers the rest their
teaching experience and qualification found significant to affect punitiviness. The figure in
the table clearly shows, with F(3,21)=3.854, p<0.05 teachers experience of teaching pre-
schoolers found significant to influence their approach of dealing with young children. Mean
comparisons indicated teachers with better teaching experience scored less in punitiveness
scale. New and beginners are more punitive in managing young children than those who
spent more time with young children. Similarly, the qualification of teachers found
significant to effect teachers punitive behaviour with F(3,21)=3.463, p<0.05. Among
preschool teachers who are currently teaching in targeted preschools those who are qualified
in preschool education seems to treat young children appropriately. The skill they have
acquired during their training may be helped them in handling preschool children
appropriately.

36
4.4.2 Organization of Learning Experiences in Preschool
Under this sub section the learning experience in preschools were given emphasis. The
appropriateness of activities and the method preferred by preschool teachers in lesson
delivery was observed thoroughly. Based on the data collected initially one sample t-test was
computed to understand the current status of learning experience organization in targeted
preschools and the result obtained was displayed on the following table.

Table 4.11 One Sample T-test result on the pre-school teacher-child interaction
Test Value = 18
T d Sig. Mean 95% Confidence Interval
f (2- Difference of the Difference
taile Lower Upper
d)
Preschool
2
learning 2.732 .012 2.045 .49 3.60
1
experience Total

From the above table (Table 4.11) we can see that the learning experience organization in
sample preschools is significantly poor (t=2.732, p=0.12). Preschool teachers in sample
preschools were not in a position to plan and deliver activities appropriately in a manner it
fits young children. The researcher witnessed most classrooms used more direct teaching and
question and answer methods of teaching. Learning experiences in preschool found to be not
playful rather routine/repetitive, pre-planned and initiated by the teacher and children are not
allowed to freely choose activities. On the contrary, MoE, in its strategic framework clearly
stated play as the most important mode of instructional in preschools (MoE, 2002). Lovett
also asserted that children need opportunities for extended, self-directed, uninterrupted play,
both indoors and outdoors (Lovett, 2009). From this we can conclude that young children are
not benefiting to the extent they should be benefited from preschool activities.

In this regard, to assess whether appropriate guidelines to run preschool program are
available or not in preschools the researcher raised questions during interview. Preschool
teachers were asked the question ‘Are there guiding material for your practice? Teachers who
responded that they have a material also asked to explain who supplied to them. Most of

37
sample pre-schools teachers (17 in number) responded that they do not have any guidelines in
their school that guides the implementation of preschool program. Some of preschool
teachers (3 in number) responded they have a material and it was supplied by an NGO after
training on early childhood education. Surprisingly, a primary school in one woreda (Zala
woreda) was using a material developed by SNNPR Education Bureau ‘Preschool education
standards and implementation strategies’. Even principals of primary schools where
preschools located don’t have information about the availability of documents prepared by
regional educational bureau and MOE. The absence of guideline is common among
preschools in our catchment that resulted in haphazard practice of the program. This result
alone indicates the practice of preschool education vary among preschools in the catchment.
Preschool teachers should adopt a teaching style which encourages children to take proactive
part in their learning, because such kind of practices and classroom interactions gives
children more autonomy for choosing issues, exploring problems and offers responsibility for
sharing and thinking on ideas.

In more than half (54.5%) of observed preschools classroom activities are delivered primarily
in the media different from their mother tongue. These schools use Amharic to run the
instruction. This finding also opposes the guideline stated by MoE, that mother tongue should
be a medium of instruction in pre-schools (MoE 2002).

Based on the data collected an additional attempt was made to investigate whether
differences in organizing preschool learning experiences exist among preschool teachers with
regard to age, teaching experience and across their qualification. Consequently a one-way
ANOVA was computed and results are displayed in the following table (Table 4.12).

Table 4.12 One way ANOVA Summary table displaying mean differences of learning
experiences in preschool
Sum of df Mean F Sig.
Squares Square
Between Groups 7.669 3 2.556
Age Within Groups 105.422 18 5.857 .436 .730
Total 113.091 21
Teaching Between Groups 1.133 3 .378
Experience Within Groups 111.958 18 6.220 .061 .980
Total 113.091 21
Between Groups 35.133 3 10.711
Educational
Status Within Groups 77.958 18 4.331 3.704 .046*
Total 113.091 21

38
 *Significant difference at alpha 0.05

The above table shows that age and teaching experience of preschool teachers are not found
significant to have an effect on the organization of learning experiences. As we can see from
the above table educational status of preschool teachers found significant to affect their
organization of learning experiences F(3,21)=10.711, p<0.05. This result clearly indicate that
passing through any sort of training related with preschool education contribute much for
teachers competence in organizing preschool learning experiences on the way it suit and
accommodate the needs of young children.

4.5 Parents and Community Involvement in Preschool Education

In order to examine the status of parents/community involvement in preschool education few
interview questions were addressed for both preschool teachers and school principals and
interview results discussed as follows.

For the first question addresses for preschool principals “Do parents actively involved in your
preschool program?” majority of respondents responded that parents’ involvement was very
poor. Only three preschool principals responded as parents involve in the preschool program.
For the same question raised for preschool teachers almost half of them responded that
parents participate in our preschool activities. Interview data from both teachers and
principals revealed parent’s involvement in preschool education is not adequate. This finding
in turn shows the absence of very important indicator of effective preschool practice.

In preschool education parents’ co-operation and support are very important for institutional
improvements and their children development. Parents and teachers are jointly responsible
for ensuring that children are successful in school, thus making collaborative relationship is
fundamental. Stressing this idea Curtis denotes, partnerships that recognize the rightful role
and responsibility of parents can provide an opportunity to have a say on decision making in
various aspect of the preschool activities (Curtis, 1998). Therefore every responsible body
need to acknowledge the role parents can play in preschool education.

Preschool teacher’s perception about parents’ role seems inappropriate. Interview data
indicate that parent’s role in preschool education is not credited by preschool teacher. For
instance for the question “Do you believe that parents involvement in preschool education
can contribute for the quality of the program?” preschool teachers with codes PT1, PT2, PT4,
PT6, PT8 and PT11even specified their reason “…since most of the parents of young children

39
in our locality are illiterate and do not know about what we are doing here in school they
contribute nothing. Preschool education doesn’t concern parents and it is just a business of
teachers and school leaders”. On the other hand, few respondents responded as they believe
the role of parents’ involvement in preschool can contribute for the effectiveness of the
program. For the same question addressed to school principals, almost all of them feel that
parents’ involvement has a positive impact on the program.

They were also asked about the attempts they made to improve involvement of parents, but
the only common response is “we tried to inform with the PTSA of primary schools”. Though,
the national framework asks preschools to establish preschool-parent relation committee,
none of the preschools targeted in this study established a preschool parent committee.
Parents can serve in policy council, on sub-committees, and play a supportive role in fund
raising and various issues related to children’s learning. Community participation helps to
incorporate local knowledge as a resource in curriculum development (Osho L., et. al., 2014).

Parental involvement has been found to be an important predictor educational achievement in

the general population. Parents can be involved by participating in the day-to-day activities of
the program or through involvement in the management of the program. Active parent
involvement in the child’s early education years will have positive benefits for both child and
family. If the parents feel that their views are being understood, accepted and considered
seriously, a trusting relationship will be built. Parents’ working hours and educational
background will directly affect their involvement in the activities of the institutions. In order
to introduce parental involvement for the development of home-school collaboration, it is
advisable for pre-primary institutions to engage parents by planning various types of
activities to meet their needs (http:www.vicroads.vic.gov.au/preprimar/).

Generally, the problems observed in the preschools i.e. absence of learning and play materials
and attractive out door environment can be solved by devising different mechanism to aware
parents and the community and through implementing effectively.

40
 CHAPTER FIVE
SUMMERY, CONCLUSION AND RECOMMENDATION

5.1 SUMMERY
This study was aimed at assessing the preschool practice and challenges in the catchment
areas of Arbaminch College of Teachers’ Education (Covers four zones and two special
woredas/districts). To this end the following specific objectives were set;
 Examining the current practices of preschool implementation
 Describing the indoor and outdoor environment of preschools
 Identifying underlining challenges in implementing preschool education
 Forwarding some intervention focusing the findings of this study for the future
improvement of the program.

The study was carried out in preschools located in three Zones which are randomly selected.
About 21 preschool teachers and 15 primary school principals were involved in this study as
samples. The data in relation to preschool compound (both the outdoor and indoor) and the
teaching experience was collected through structured observation using checklists. Data from
preschool teachers and school principals was collected with interview. The data collected
with observation was tallied and organized in a table form to clearly describe to what extent
do the preschool features that are managed to be observed were evident in sample preschools.
Additionally, in ordered to investigate differences in classroom learning experience among
preschool teachers regarding their age, educational experience and educational status.
Observation data was analysed using percentage and followed by relevant discussions.
Besides, qualitative data obtained with interview guides were used to supplement and explain
quantitative data whenever necessary by summarizing the words of respondents and the
results of observations. Consequently conclusions were deduced and presented in the
following section.

41
5.2 CONCLUSION
The current study comes up with the following conclusions. Conclusions were presented
under different themes for the readers to critically analyse the problems encountered while
implementing preschool program in the study area.

Preschool Teacher’s Profile

 Majority of teachers who are currently teaching in preschools do not have the
appropriate skill and knowledge to facilitate the program. Despite the fact teachers
agreed with the necessity of training to treat young children effectively. Teachers also
feel that lack of trainings created a gap in their practice and forced them to run the
program just depending on their previous experience only.
 Similarly, the study found that there is irresponsive way of assigning teachers for this
program. Teachers who hired to run this program are those who failed to fit their
primary job as a primary school teacher due to competence and disciplinary problems
and in some cases teachers from departments which don’t have class load. The salary
of preschool teachers across the study area found uneven which varies significantly
from school to school. The way of budget allocation and the amount for preschool
program also varies across preschools in the study area and it is not well defined.
Following this majority of principals feels preschool program as a burden.

Preschool Outdoor Features

 Majority of preschools are not built in a safe and conducive environment for young
children. They are near to gorges, rivers and side to the main roads where disturbing
car noise is evident. Likewise preschools don’t have a well-built fence, do not have an
adequate and child friendly playing fields which is very essential feature for pre-
schoolers.
 Preschools in study area don’t have adequate playing equipment necessary for
outdoor play and almost all the schools observed did not considered children with
special need while building doors and play fields.

42
  Another result found in the study which was really shocking is in more than ninety
percent (90.9%) of preschools pure drinking water is not available. Correspondingly,
over eighty percent (81.8%) schools failed to contain, another very important feature
to be found in preschool, that is clean and child sized latrines.

Construction of classroom

 In more than half of preschools doors built don’t allow young children to get in and
out freely. The majority of preschool classrooms are not well lighted and ventilate due
to inadequate number of windows. Generally, we can deduce that preschools were not
built in a position to accommodate young children enrolled.

Availability, accessibility and appropriateness materials in preschools

 Preschool don’t have adequate play/learning materials in their rooms 95.5% even few
available materials were not placed at children’s eye level therefore children don’t
easily access playing and learning materials.

Safety Issues in preschools

 Scholars in the area firmly claim that an untidy, messy environment, limits children’s
ability to move around and restrict their freedom to play and explore. Unfortunately
preschool’s classrooms in the study area are not tidy and clean. Playing and learning
materials were not kept safely in organized manner. In some preschools materials
were placed in a closed pedagogical centre and materials buried under dust.

Child teacher interaction in preschools

 Preschool teachers were observed while embarrassing young children when kids
failed to follow their instruction. Amazingly, the vast majority, 78.3% of teachers
observed while inappropriately punishing preschool children i.e. teachers frequently
shout at children, use long sticks and twisting children’s ears.
 The study concluded that teachers across their educational status and preschool
teachers who come across trainings related with preschool programs are better in
treating young children than teachers who did not.

Organizing learning experiences in preschools

43
  More direct teaching and question and answer methods of teaching are more preferred
by preschool teachers. During observation the researcher witnessed that most of the
activities in preschools are planned and initiated by the teachers and children are not
allowed to freely choose activities. Preschool children were not encouraged to involve
in play activities of their own choice. This indicates that young children’s needs and
preferences were not valued by teachers, they simply manage them to involve in
routine activities that are pre planned or ordered.
 Activities in preschool classroom are monotonous. This means children were not
given the chance to involve in both individual and group activities which allow
children to communicate/interact each other. Preschool teachers plan repetitive and
not playful activities and mostly they dictate young children just demanding preschool
children to write what they orally call or name that is completely beyond their level of
developmental/capacity.
 Majority of preschools in the study area preschools deliver classroom activities in the
media different from young children’s mother tongue. Most of preschools use
Amharic to run their instruction.
 Pre-schools do not have appropriate guidelines which is supportive in running their
classrooms in common. Some of preschool teachers use materials provided by NGO’s
during training but, most of preschool teachers don’t have an appropriate guideline to
implement the program. Surprisingly, a primary school in Zala woreda was using a
material developed by SNNPR Education Bureau ‘Preschool education standards and
implementation strategies’. In contrary, even school principals don’t have in
information about the document prepared by regional educational bureau. The
absence of guideline in common among preschools in our catchment resulted in
haphazard practice of the program.
 Generally, from the above discussion it is very easy to conclude that organization of
learning experiences in sample preschools was not accommodative to young children
and do not facilitate their development in different aspects. So, with this status
preschools can’t achieve their very purpose.

Parents and Community Involvement in Preschool Education

 Parent’s involvement in preschool education is in-adequate. One of the reason for this
is parents did not perceive early childhood education as the first of level education
primary education

44
  Preschool teachers claimed that they have problems with parent involvement as
parents see the early childhood education centres just as a playing area rather than a
learning environment. None of the preschools in the study area established a
preschool teacher parent committee.

6.3 RECOMMENDATION
In order to cop up with the current challenges and make preschools more accommodative and
safe for young children the following recommendations were made. Recommendations
address the role expected from different stakeholders.

Woreda/District Educational Office

 The Woreda educational officers should make regular follow up and support in order
to remedy administration and other problems early.
 The Woreda educational office should correct the way preschool teachers were
assigned. Preschool teachers should possess the appropriate skill, knowledge and
discipline.
 The current study found that that there is no a defined budget allocation for preschool
program. The Woreda Education office was responsible for this and should allocate
specified amount budget for the program.
 The office should also consider the salary of preschool teachers and correct the
disparities and regulate as per the government scale for the level.
 Above all the Woreda educational office should feel responsible in developing
guidelines that enable preschools to run the program in a similar fashion. The office
also needs to work closely with Zonal educational office and the Regional education
bureau in sharing documents on preschool program and committed to distribute and
follow-up preschool practices accordingly.
Primary School Principals
 Primary school principals should consider managing preschool as their primary
responsibility.
 Principals should establish smooth relationship with preschool teachers and regularly
monitor and support them by providing the necessary resources.
 Principals should plan to enhance preschool teachers’ competence through in-service
and pre-service trainings.
 Principals should devise various techniques to aware and sensitize the community
about the preschool program.

45
  Principals should plan budget to make preschool environment safe and conducive for
young children. Principals should give special attention to pure drinking water, clean
latrine, protective fences, and child friendly playground.

Preschool Teachers
 Preschool teachers should understand young children’s developmental characteristics
before planning anything for them.
 Preschool teachers should treat young children consistently and playfully with love.
At any situation preschool teachers need to be more humble, sensitive, caring,
supporting and patient.
 Preschool children should refrain from using force to involve children in to activities
that children are not interested in, avoid punishing kids in front of other children
physically and should not use strong language while students were mistaken.
 Preschool teachers should keep classrooms and materials clean and tidy and put
materials where children can easily access.
 Preschool teacher’s activities should be engaging, age appropriate and involves
children individually and in group.
 Preschool teachers should communicate young children with their mother tongue.
 Preschool teachers should exert their effort to prepare learning and play materials
from locally available resources.
Teacher Training Colleges
 Teacher training colleges should organise and provide pre-service and in-service
trainings for preschool teachers and principals on issues that can enhance their
performance.
 Teacher training colleges should support preschool with the necessary outdoor and
indoor materials.
 Teacher training colleges should conduct impact assessment studies so as to improve
their practice.
 Teacher training colleges should build a model preschools where preschool teachers
and principals from the catchment preschools can visit and share experiences.
 Organize awareness creating programs for the community on preschool education
program through trainings, seminars and local media.

46
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 APPENDICES
APPENDIX A
ARBA MINCH COLLEGE OF TEACHERS’ EDUCATION

Questionnaire for Preschool Teachers

Dear Participant!

The main purpose of this questionnaire is to assess the practices and challenges in
implementing preschool education in the catchment areas of Arba Minch College of
Teachers’ Education. Dear preschool teachers, the information to be collected from you are
used only for this study and your response will be kept confidential. Therefore, this study can
be successfully accomplished if and only if when you complete the items honestly and
frankly.

Thank You In Advance!

PART ONE

Items for Background Information

Direction I: Read the following question and fill the appropriate words or put () mark in
the box in front of the alternative that describes you.

1) Sex
Male Female
2) Age
20-25 26-30 31-35 36-40 41-45 >45
3) Teaching Experience
<1 year 1-2 years 2-3 years 4-5 years >5years
4) Educational Status
Certificate in preschool teacher Diploma for preschool education
Diploma in other subject Certificate in other subjects
If other specify______________________________________________
5) Your Position /Role in Your Preschool
Preschool teacher Preschool director Preschool assistance
If other specify _______________________
6) Your Monthly Salary
100birr-200birr 400birr-800birr 900 birr -1500 birr >1500 birr

i
 APPENDIX B
ARBBA MINCH COLLEGE OF TEACHERS EDUCATION

Observation Checklist 1

The following observation checklist contains items that focus on the preschools outdoor
environment, classroom features i.e., construction of rooms, safety issues, availability,
appropriateness and accessibility of materials and organization of preschool classrooms. The
items will be checked by observing sample preschools by the researcher and facilitators.

No. Items Yes No Undecide Remark

d
I Preschool Compound/Outdoor Environment
1. Does the school erected in a safe environment conducive
for young children? (Are there rivers, gorges, animal
herd, disturbing noise nearby etc )
2. Does the preschool exposed to traffic causalities? (Side to
the main road).
3. Does the school have a well-built fence?
4 Does the school have adequate playing field?
5 Are there adequate pure drinking water supply?
6. Are there clean and child sized latrines?
7. Does the preschool contain equipment necessary for
outdoor play? (Swings, ropes, sand box, tunnels, building
blocks, child-sized balls, balances, climbing frames)
8. Are there tree shades and short grasses?
9. Does the buildings built on suitable way for special need
children?
II Preschool Classroom Features (Construction of rooms)
1. Is the room size adequate to accommodate children
assigned on it? (1.5m.sq per child)
2. The door constructed on the way that allows young
children to get in and out freely?
3. Adequate number of windows with the room’s size?
4. Is the room well lighted and ventilated?
III Classroom Construction Features (Safety Issues)
1. Is the room floor tidy clean?
2. Are all playing materials safe?
3. Are all playing materials kept in clean area and organized
manner?
4. Are there first aid materials?

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IV Availability, Appropriateness and Accessibility of
Materials in Preschools
1. Are there chairs, tables and shelves which are child-
sized?
2. Is there adequate play/learning materials in the room?
3. Does the materials placed at children eye level?
4. Do children easily access playing materials?
5. Are there some diagrams and pictures which represent
alphabets, animals other things on the wall?
V Organization of Preschool Classrooms
1. Are there different corners in the room (Science, art,
math, music, literacy, and family/home)?
2. Are there adequate learning/play materials in each
corner?
3. Does the room arrangement allow children to move
freely?
4. Are there playing materials for special need children?
5. Are there playing or teaching equipment’s prepared from
locally available materials?
6. Are there materials that reflect the cultural values of
diverse groups?
7. Are there schedules displaying daily activities?
8. Is there some specific area in the room to display
children’s creative works?

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APPENDIX C
ARBBA MINCH COLLEGE OF TEACHERS EDUCATION

Observation Checklist 2

The following observation checklist contains items that focus on observing preschool
teacher-child interaction, preschool teacher’s punitiveness and organization of learning
experiences. Items are rated by the researcher with four point likert scale response categories
where, 1 =Not at all present, 2=somewhat present, 3=Fairly present and 4=Very much
present.

No Alternatives
List of Items
1 2 3 4
I Organization of Learning Experiences
1. Preschool teacher mostly order children to do activities than
playing and doing together.
2. Young children involved in both individual and group play
activities.
3. Are the activities of young children playful?
4. Preschool teachers prefer explain things than demonstrating.
5. Are the playing activities appropriate for/match young children’s
developmental level?
6. Children forced to use language other than their mother tong (while
playing /learning)?
7. Preschool teacher provide a chance for young children to
communicate and interact each other.
8. Children are allowed to engage in activities of their own choice
II Teacher-Child Interaction
1. The teacher is sensitive for children’s need
2. The teacher shows respect while talking with children
3. The teacher call students by their name
4. The teacher allow children to talk with their peers freely
5. Children are playful while the teacher is in the class
6. The teacher tells children to communicate their needs freely
7. The teacher frequently get nervous in the classroom
8. The teacher guides children with patience while they misbehave
9. The teacher play with children while they are playing
III Preschool Teachers Punitiveness
1. The preschool teacher is funny, interactive and humble.
2 Preschool teacher embrace young children.
3. Preschool teacher manage young children with intimidation.
4. Preschool teacher use strong and crude language while
communicating young children.
5. Preschool teacher use any of the following ways to punish children
(i.e. sticks, wire, slap, punch, twisting ears)?

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APPENDIX D
ARBA MINCH COLLEGE OF TEACHERS’ EDUCATION

Interview Guide Question for Preschool Teachers

1. How do preschool teachers recruited?

2. Who is responsible for assigning preschool teachers?
3. Do you believe that special training is vital to treat young children in preschools?
4. Are there guiding materials for your practice? If Yes; Who supplied to your
preschool?
5. Do you believe that parents’ involvement in preschool education can contribute for
the quality of the program?
6. Do parents actively participate in the preschool program?

v
APPENDIX D
ARBA MINCH COLLEGE OF TEACHERS’ EDUCATION

Interview Guide Question for Preschool Principals

1. How do preschool teachers recruited?

2. Who is responsible for assigning preschool teachers?
3. Are there guiding materials for your practice? If Yes; Who supplied to your
preschool?
4. Do you believe that parents’ involvement in preschool education can contribute for
the quality of the program?
5. Do parents actively participate in the preschool program? If no, what efforts did you
made to improve their participation?

vi