Abstract:
Quite a lot of research investigations were carried out in Ethiopia to examine ECCE designs, provisions and contributions. However, little research was done to understand how developmentally appropriate practices were the ECCE designs and provisions. This research piece attempted to fill in this gap by attempting to explore the developmental appropriateness of ECCE programs at large from teachers’ perspectives. The study used a sequential exploratory mixed research design wherein the qualitative and the quantitative data were collected and analyzed respectively in the first phase and the second phase (QUAL-quant). The qualitative method, which used a multiple case study method, was the major component of the study and it was used to explore teachers’ lived experiences including their beliefs and practice about DAP in their instructional activities. The quantitative data were used to describe, compare, relate and corroborate the qualitative results. For the qualitative multiple case study approach, 9 ECCE teachers were purposefully selected from each of the three private, three faith-based, and three government centers. The qualitative data obtained through semi-structured interviews were audio-taped and transcribed verbatim. Interview transcripts, observations, and field notes were analyzed to provide a rich, thick description. The quantitative data were generated using rating type questionnaire administered to a total of 190 (45%) teacher pooled from each of the three types of ECCE centers: 80 (M=10, F=70) from private, 50(M=10, F=40) from government, and 60(M=10, F=70) from faith-based centers included using stratified random sampling technique. Data analysis conducted in two levels, within-cases and across cases. The within-case analysis revealed that while sub-themes varied by case, the themes that were identified from the three cases regarding DAP beliefs and practices by the ECCE teachers included: teachers’ beliefs guide practices; teaching to enhance learning and development; create a caring community of learner; and reflected upon challenges to DAP. The results of the study revealed that the teachers’ beliefs were inconsistent with their developmentally appropriate practices. Environmental factors had a greater impact on their classroom practices than their beliefs. In discussions of their beliefs, the teachers mentioned various sources of barriers, such as limited knowledge and pedagogical skills, pre-service and in-service training, DAP curriculum, hands-on experience teaching materials, play equipment, suitable learning environment, budget, awareness about children with special needs and stakeholders’ collaboration, which affected their practices. The teachers see themselves being torn between following their beliefs about children's developmental needs and being forced to try to facilitate student growth toward extremely high academic expectations. They have oscillated forth and back between child-centered and teacher-directed instruction, which were used a “combination approach” rather than “pure developmentally appropriate practice
