scholarly journals PRACTICES AND CHALLENGES OF PUBLIC AND PRIVATE PRESCHOOLS OF JIGJIGA CITY ADMINISTRATION

2020 ◽  
Vol 5 (12) ◽  
pp. 17-32
Author(s):  
Yigzaw Haile ◽  
Abdirahman Mohammed
Keyword(s):  
Early Childhood ◽  
Preschool Teachers ◽  
Developmentally Appropriate ◽  
Preschool Education ◽  
Mixed Design ◽  
Public And Private ◽  
City Administration ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Age Appropriate

The main purpose of this study was to assess practices and challenges of preschool education in Jijiga City administration. Mixed design was employed (both quantitative and qualitative) for this study. 19 preschool centres (6 public and 13 private preschools) were randomly selected for the study. 51 preschool teachers (12 teachers from public and 39 teachers from private teacher) were selected.  A semi-structured questionnaire was used to collect quantitative data in which 57 items were filled by preschool teachers which are dealing with Early Childhood Care and Education (ECCE) practices. Interview, FGD, observation and document analysis were used to triangulate the data collected using questionnaire. Percentage and thematic analysis were used to analyze the quantitative and qualitative data respectively. The main findings revealed that preschool practices in all sampled preschools were found to be below standard, unable to use local stories since teachers were not from the community and knowledge of parents, teachers and principals towards contribution of the preschool was found to be limited. It was found that 82.4% of the preschool had no early childhood care and education qualification, and 70.6% of the preschool teachers did not agreed that all sampled preschools had inadequate classroom space, 64.7% of the preschool centres did not have age appropriate chairs. Similarly, 76.5 % of the preschool had no any out-door playing material and 100 % of all preschool did not used approved curriculum and lack of appropriate teaching used in most of the preschool were some of the main finding.  The Ethiopia Somali Regional Education Bureau is recommended to address shortage of trained ECCE teachers, develop standardized ECCE curriculum, applying developmentally appropriate content, materials, and teaching methods, use locally and culturally appropriate materials and assign teachers who can speak the local language of the community.

Program Development, Assessment, and Evaluation in Early Childhood Care and Education

2019 ◽  
pp. 1206-1224
Author(s):  
Asil Ali Özdoğru
Keyword(s):  
Early Childhood ◽  
Program Development ◽  
Developmentally Appropriate ◽  
After School ◽  
Early Childhood Programs ◽  
High Quality Research ◽  
Assessment And Evaluation ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Development Assessment

Early childhood years are a fundamental period of development in human lifespan. Infant and toddler care programs, early childhood education services, after-school care programs, and parenting programs are foundational in the physical, cognitive, and socioemotional development of children. Development of quality early childhood programs can be realized through consideration of various elements of quality. Early childhood care and education (ECCE) program designers should aim to develop safe, healthy, responsive, engaging, and developmentally appropriate programs. Program curriculum, which takes place at the heart of program development, should also be responsive to children's needs and interests to construct meaningful, age-appropriate, and play-based learning experiences. Ongoing assessment and evaluation are integral part of quality ECCE program development. Early childhood assessment consists of child-level and program-level assessments. Assessment of children's developmental outcomes and program environmental characteristics play key roles in the development and evaluation of ECCE programs. Even though there are many available tools of assessment, common features of quality assessments include reliability, validity, purposefulness, and universality. Evaluation of early childhood programs makes use of different methodologies designed to study program process, outcome, impact, and cost-benefit. Development of quality early childhood care and education programs need systematic planning, implementation, and monitoring through the use of quality assessment and evaluation methodologies. This chapter provides a synthesis of the current state of knowledge in program development, assessment, and evaluation in early care and education based on high quality research studies coming from a variety of fields.

scholarly journals Fostering equitable access to quality preschool education in India: challenges and opportunities

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Nirmala Rao ◽  
Namita Ranganathan ◽  
Ravneet Kaur ◽  
Rashi Mukhopadhayay
Keyword(s):  
Early Childhood ◽  
Preschool Education ◽  
Work Force ◽  
Equitable Access ◽  
Early Childhood Care ◽  
Childhood Care ◽  
National Quality ◽  
Challenges And Opportunities ◽  
National Educational Policy ◽  
Education In India

AbstractThis paper focuses on the provision of center-based preschool education for children ranging in age from 3 to 6 years in India. It estimates access rates to various services and highlights issues related to equitable access to preschool services and the quality of preschool education. While India has made great strides in improving access to preschool education, numerous challenges have to be addressed to enhance its quality. The National Educational Policy 2020 and the country’s commitment to meet UN Sustainable Development Goal Target 4.2 by 2030 and ensure that all girls and boys have access to quality pre-primary education provide opportunities to ensure equitable access to quality preschool education. Central to meeting national targets is the enforcement of the National Quality Standards for Early Childhood Care and Education. Further, increased budget allocations to preschool education, prioritizing professional preparation of the early childhood work force and harnessing technology to monitor government programs have considerable potential to enhance the early childhood system.

What early childhood educators know about developmentally appropriate practice

2021 ◽  
Vol 103 (2) ◽  
pp. 20-23
Author(s):  
Josh Thompson ◽  
Zlata Stanković-Ramirez
Keyword(s):  
Early Childhood ◽  
Child Development ◽  
Cultural Context ◽  
Developmentally Appropriate ◽  
Developmentally Appropriate Practice ◽  
Early Childhood Educators ◽  
Individual Characteristics ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Over Time

The National Association for the Education of Young Children recently revised its Developmentally Appropriate Practice (DAP), the standard for early childhood care and education. Josh Thompson and Zlata Stanković-Ramirez explore how DAP has evolved over time and what guidance it provides early childhood educators regarding the interaction between typical waves of child development, children’s individual characteristics, and social and cultural context.

Program Development, Assessment, and Evaluation in Early Childhood Care and Education

2018 ◽  
pp. 109-127 ◽  
Author(s):  
Asil Ali Özdoğru
Keyword(s):  
Early Childhood ◽  
Program Development ◽  
Developmentally Appropriate ◽  
After School ◽  
Early Childhood Programs ◽  
High Quality Research ◽  
Assessment And Evaluation ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Development Assessment

Early childhood years are a fundamental period of development in human lifespan. Infant and toddler care programs, early childhood education services, after-school care programs, and parenting programs are foundational in the physical, cognitive, and socioemotional development of children. Development of quality early childhood programs can be realized through consideration of various elements of quality. Early childhood care and education (ECCE) program designers should aim to develop safe, healthy, responsive, engaging, and developmentally appropriate programs. Program curriculum, which takes place at the heart of program development, should also be responsive to children's needs and interests to construct meaningful, age-appropriate, and play-based learning experiences. Ongoing assessment and evaluation are integral part of quality ECCE program development. Early childhood assessment consists of child-level and program-level assessments. Assessment of children's developmental outcomes and program environmental characteristics play key roles in the development and evaluation of ECCE programs. Even though there are many available tools of assessment, common features of quality assessments include reliability, validity, purposefulness, and universality. Evaluation of early childhood programs makes use of different methodologies designed to study program process, outcome, impact, and cost-benefit. Development of quality early childhood care and education programs need systematic planning, implementation, and monitoring through the use of quality assessment and evaluation methodologies. This chapter provides a synthesis of the current state of knowledge in program development, assessment, and evaluation in early care and education based on high quality research studies coming from a variety of fields.

scholarly journals Investigation of the Evaluation Techniques in Early Childhood Education: A Comparative Research in the Greek School

2019 ◽  
Vol 4 (4) ◽  
pp. 29
Author(s):  
Maria Sakellariou ◽  
Polyxeni Mitsi ◽  
Panagiota Strati
Keyword(s):  
Early Childhood ◽  
Prospective Teachers ◽  
Preschool Education ◽  
Practical Implementation ◽  
Alternative Evaluation ◽  
Early Childhood Care ◽  
Childhood Care ◽  
Authentic Evaluation ◽  
The University ◽  
Evaluation Techniques

The evaluation of the pedagogical process in early childhood care and education is an up-to-date and controversial subject of study in the context of scientific and policy choices and actions (Charisis, 2006; Doliopoulou & Gourgiotou, 2008;·McAfee, Leong, Bodrova, 2010). The purpose of this paper is to investigate the evaluation techniques applied in preschool education by the teachers and prospective teachers in kindergartens, who are also the sample of our research, in the region of Epirus and at the University of Ioannina. In our research we used the structured questionnaire with closed and some clarifying open-ended questions. The data of the research highlighted the prospective teachers’ more positive attitude to apply alternative evaluation techniques to kindergarten but ultimately the difficulty in their practical implementation. Despite the limitations of the research, the data is the trigger for further exploration of the subject of teacher education and the reform of the curriculum in the pedagogical departments of Preschool Education of the Greek Universities in order to divest the kindergarten from the promotional character and the authentic evaluation to ensure the children’s development by themselves.

Development of Quality Early Childhood Care and Education (QECCE) Scale: Factor Structural and Psychometric Properties

2019 ◽  
Vol 18 (11) ◽  
pp. 385-396
Author(s):  
Wong Kung-Teck ◽  
Jamilah Omar ◽  
Sopia Md Yassin ◽  
Mazlina Che Mustafa ◽  
Norazilawati Abdullah ◽  
...  
Keyword(s):  
Early Childhood ◽  
Psychometric Properties ◽  
Scale Factor ◽  
Early Childhood Care ◽  
Childhood Care
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