PRACTICES AND CHALLENGES OF EARLY CHILDHOOD CARE AND EDUCATION AMONG KINDERGARTEN CLASSES OF GOVERNMENT PRIMARY SCHOOLS IN JIGJIGA CITY ADMINISTRATION

Abstract

The purpose of this study was to assess practices and challenges of early childhood care and education among kindergarten classes of government primary schools in jigjiga city administration. The practice of early childhood care and education, the extent kindergarten equipped with the necessary trained manpower, learning materials and over all indoor/outdoor environments, stakeholders’ participation and challenges encountered of the programme underway assessed. Qualitative research method was employed by analyzing Kindergartens. Purposive and systemic sampling method was used to select key informants of the respective schools. Thirteen Teachers and ten parents who are members of Parent Teachers Students Association were selected using purposive and systematic sampling method respectively. Besides, five principals and one early childhood care and education expert from Jigjiga city administration education office were selected using purposive sampling method. Instruments were Focus Group Discussion, interview and observation. The data gathered through interview and focus group discussion were transcribed, analyzed, and triangulated. In addition, different documents were consulted, summarized and described deeply. The findings of the study showed that the sample kindergartens are not much conducive for all children due to narrow classes, great number of children in the classes, low participation of parents, and stakeholders, Lack of trained principals, teachers, experts and parent are great barriers to implementing Early childhood Care and Education. Absence of experience sharing among kindergartens, limited support system of education expert and collaboration of stakeholders are the other barriers of the kindergartens. Finally, education office in the city should give an emphasis with professional early childhood training like certificate, diploma and degree programme. Therefore, regional education bureau and other stakeholders of the programme must support collaboratively by creating effective and conducive environmrent for the children