`

ADDIS ABABA UNIVERSITY

COLLEGE OF EDUCATION AND BEHAVIORAL STUD1ES DEPARTMENT OF
EDUCATIONAL PLANNING AND MANAGEMENT

CHALLENGES OF IMPLEMENTING KINDERGARTEN

EDUCATION CURRICULUM IN BOLE SUB CITY OF
ADDIS ABABA

BY
MELLESE PETROS ADOSA

December, 2020
Addis Ababa University

1
 CHALLENGES OF IMPLMENTING KINDERGARTEN
EDUCATION CURRICULUM IN BOLE SUB CITY OF
ADDIS ABABA

A Master Thesis Submitted to the Department of Educational Planning and

Management in Partial Fulfillment of the Requirements for the Degree of Masters of Arts
(MA) in Educational Leadership and Management

BY
MELLESE PETROS ADOSA

December, 2020
Addis Ababa University

4
 DECLARATION

I, Mellese Petros Adosa, hereby declare that the study entitled "Challenges of Implementing Kindergarten
Education Curriculum in Bole Sub City of Addis Ababa" is my original work and has not been presented
for a degree in any other universities and that all sources of materials used for the study have been duly
acknowledged.

Candidate Name: Mellese Petros Adosa

Signature: _________________

Date

3
 APPROVAL

This thesis, entitled "Challenges of Implementing Kindergarten Education Curriculum in Hole

Sub City of Addis Ababa", has been submitted for examination with my approval as the

University advisor.

Advisor's Name: Zenebe Baraki (PhD)

Signature:________________

Date _______________

Place of submission: Addis Ababa University, College of Educational and Behavioral

Studies, Department of educational planning and management

Date of submission ___________

4
 Approval

This thesis entitled Challenges of implementing Kindergarten Education Curriculum in Bole

Sub City of Addis Ababa”, has been submitted for examination with mu approval as the
university advisor.

Advisor’s name: Zenebe Baraki (PhD)

Signature

Date

Place of submission: Addis Ababa University, Collage of Educational and Behavioral Studies,
Department of Educational Planning and management

Date of Submission

5
 ADDIS ABABA UNIVERSITY
COLLAGE OF EDUCATION AND BEHAVIOURAL STUDIES
DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT

CHALLENGES OF IMPLMENTING KINDERGARTEN

EDUCATION CURRICULUM IN BOLE SUB CITY OF
ADDIS ABABA

BY
MELLESE PETROS ADOSA

Approval by Board of Examiners

Internal Examiner Signature Date

External Examiner Signature Date

Advisor Signature Date

4
 ACKNOWLEDGEMENT

I should like to thank Dr.Zenebe Baraki, my MA Thesis advisor, for his unflagging professional advice,
constructive comments and useful suggestions throughout my work on this Thesis. I’d also like to express
my heartfelt indebtedness to my wife; w/r.Hana Abiso and my sister w/t Genet petros; for their untiring
financial; material and moral supports throughout my postgraduate study. I’m thankful to my lovely child
for being so patient with me when I was working on this MA Thesis; to which I allocated much of my
children’s time.

Mellese Petros

i
 CONTENT

Acknowledgements…………………………………………………………………………………………i
Abbreviations ............................................................................................................................................... v
Abstract ...................................................................................................................................................... vi
CHAPTER ONE .......................................................................................................................................... 1
1. INTRODUCTION ................................................................................................................................... 1
1.1. Background of the Study .................................................................................................................. 1
1.2. Statement of the Problem ..................................................................................... ...........................2
1.3. Objectives of the Study.................................................................................................. ................... 4
1.4. Significance of the Study ................................................................................................................... 4
1.5. Delimitation of the Study .................................................................................................................. 5
1.6. Limitations of the Study .................................................................................................................... 6
1.7. Definition of Operational Terms ....................................................................................................... 7
CHAPTER TWO .......................................................................................................................................... 9
2.1 REVIEW OF THE RELATED LITERATURE ..................................................................................... 9
2.2. Kindergarten Education In Africa ........................................................................................................ 11
2.3. Introduction of Kindergarten Education in Ethiopia ............................................................................ 12
2.4. The Importance of Kindergarten Education......................................................................................... 13
2.5. Objectives and Contents of Kindergarten Education ........................................................................... 14
2.5.1. Contents of Kindergarten Curriculum............................................................................................ 15
2.6. Scheduling Children's Activities In Kindergarten Programs ............................................................... 17
2.6.1. Length of Sessions ............................................................................................................... 17
2.6.2. Timing and Arranging Activities ......................................................................................... 18
2.7. Teacher-Child Ratio ............................................................................................................................. 18
2.8. Quality and Adequacy of Kindergarten Teachers ................................................................................ 19
2.9. Contents and Duration of Kindergarten Teacher Training program .................................................... 20
2.9.1 Contents ................................................................................................................................ 20
2.9.2. Training duration of the program ......................................................................................... 20
2.10. Kindergarten Environment, Equipment and Facilities ....................................................................... 21
2.10.1. The Physical Environment, Plant, and Space........................................................................... 21
2.10.2. Equipment and Facilities for Kindergartens ............................................................................. 23
2.10.3. Financing Kindergarten Program ............................................................................................... 24
2.10.4. Follow-Up and Assessment of Kindergartens ............................................................................ 25
CHAPTER THREE .................................................................................................................................... 27
3. THE RESEARCH DESIGN AND METHODS ..................................................................................... 27
3.1 The Research Design ........................................................................................................................ 27
3.1.1. The Research Method ................................................................................................................... 27
3.1.2. Source of Data............................................................................................................................... 27
3.2. Sample Size and Sampling Technique ................................................................................................. 27
3.2.1. Sample Size ................................................................................................................................... 27

ii 4
 3.2.2. Sampling Technique ..................................................................................................................... 27
3.3. Data Gathering Instrument .............................................................................................................. 28
3.3.1. Questionnaires...., ............................................................................................................... 28
3.3.2. Interview ................. ................ ......................................................................................... 28
3.3.3. Document Analysis ............................................................................................................. 29
3.4. Pilot testing the questionnaire ................... .......................................................................................... 29
3.5. Procedures of Data Collection .................. .......................................................................................... 29
3.6. Methods of Data Analysis ..................................................................................................................... 29
3.7. Ethical Consideration ............................................................................................................................ 30
CHAPTER FOUR.. ...................................................................................................................................... 31
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA ............................................... 31
CHAPTER FIVE ......................................................................................................................................... 50
SUMMARY, CONCLUSION AND RECOMMENDATIONS .............................................................. 50
5.1. Summary ............................................................................................................................................ 50
5.2. Conclusions ........................................................................................................................................ 52
5.3. Recommendations .............................................................................................................................. 53
REFERENCES ............................................................................................................................................ 55
ANNEX A: .................................................................................................................................................. 58
ANNEX B: ................................................................................................................................................... 63
ANNEX C: ................................................................................................................................................... 66
ANNEX D: .................................................................................................................................................. 67

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List of Tables
Table 1: Characteristics of Respondents ................................................................................................. 31
Table 2: Implementation of Kindergarten Curriculum ........................................................................... 33
Table 3: Responses about KG Curriculum, Enrolment and Teacher-Child Ratio ................................. 35
Table 4: Responses on Kindergarten Teacher Training .......................................................................... 37
Table 5: Teacher-Parent Relationship in Kindergarten Program ............................................................ 40
Table 6: Adequacy of Kindergarten Environment, Equipment & Facilities ........................................... 41
Table 7: Parents’ Participations in the Management of Kindergarten .................................................... 43
Table 8: Adequacy of Kindergarten Environment, Equipment and Facilities ........................................ 48

iv
4
 Abbreviations

ECE: Early Childhood Education

I {CD: Early Childhood Development
EFA: Education for All
ESDP: Education Sector Development Program
IDRC: International Development Research Center
KG: Kindergarten
MDGs: Millennium Development Goals
MoE: Ministry of Education

NGO: Non-Government Organization

TGE: Transitional Government of Ethiopia
UNESCO: United Nations Educational, Scientific and Cultural Organization
UNICEF: United Nations Children's Fund

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 Abstract

The prime purpose of this study was to examine the challenges of implementing kindergarten tt ducat ion
curriculum in Bole sub city of Addis Ababa. The study employed a descriptive survey method. All
kindergartens in Bole Sub City Administration were involved in the study through \ wail ability sampling
technique. The primary sources of data were 7 principals, 50 teachers, 35 members of parents'
committees, and 1 kindergarten education expert of Bole Sub City Education Office. All the principals
and the parents committee confirmed that the sources of financial and material resources of the
kindergartens were only the monthly school fees paid by I he parents. Close to fifty percent of the
kindergarten teachers were not trained, and so, they were teaching in their respective kindergarten
schools without adequate knowledge and skills of early childhood care and education which had adverse
effects on the quality of kindergarten education program. The majority of respondents revealed that there
were critical shortages of the in-and-outdoor play equipment and teaching materials in their respective
kindergartens. The malpractices and inadequacies observed in the kindergartens have counted against
the effective implementation of kindergarten education in Bole Sub City Administration. It is
recommended that the private and community agencies should be assisted in their efforts to improve
access and quality of preprimary education subsector. To that end, Addis Ababa education bureau and
Bole Sub City Education office should launch systematic follow-up and evaluative assessments of the
preprimary subsector and then provide this subsector with required technical and material supports.

Key Words: Kindergarten; Early Childhood Care and Education; Curriculum; Preprimary.

vi
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 CHAPTER ONE

INTRODUCTION

I his chapter presents the introductory parts of the study comprising introduction, statement
of ihc problem with its basic research questions, significance of the study, delimitation of the
study, limitation of the study, definition of key terms, and organization of the study.

1.1. Background of the Study

The importance of education is being manifested in the rapidly changing human society and
technological advancement in the world today. Moreover, the type and quality of education
provided and the level of technological and socio-economic development of a country are
highly interrelated in that the quality of education influences the level of socio-economic
development of a country, and vice versa. It, therefore, follows that a given country needs to
provide its citizens a good quality education at all levels including kindergarten level.

Nowadays, quite many countries all over the world have paid much attention not only to the
primary, secondary, and tertiary levels, but also to the education of young children below
primary level. According to Widmer (1970), for instance, the education systems of many
countries in Europe and a few of other continents extend downwards to include early
childhood education. Kuzin and Kondakov (1977) also argue that in the modern education
system the child has to pass through nursery, kindergarten, primary, and secondary school
systems from which he/she extends to colleges and/or universities.

In Europe, many countries have long been used to providing kindergarten education.
According to McCarthy and Houston (1980), for example, in Europe, the idea of early
childhood education began in 1800. The authors further state that Fredrick Froebel opened
the first kindergarten school in 1837 in Germany. Later, by the end of 19th century,
Froebelian-type kindergarten began to spread in most parts of the world.

According to Bizunesh (1983), in Ethiopia, modern kindergarten education first began in 1908
in Dire Dawa. She further writes that this kindergarten school was established by the Ethio-

1
French Railway Line Company to serve the workers' children. The initiative to establish the I
Indergarten was taken by the then French Embassy to Ethiopia. There were only two
kindergarten schools functioning between 1908 and 1958 all over the country (MoE, 1993).
According to MoE (1996), there were 678 kindergarten schools all over the country with a total
enrollment of 70,255, while the total number of kindergarten teachers all over the country
was 1,890 and with the total average of teacher-child ratio of 1:37. This figure has, however,
greatly Increased in the past years.

According to UNESCO Report (2015), only about 109,358 children in 964 kindergarten
schools were reported to have had access out of the estimated total 5.5 million children of the
relevant age group (i.e. 4-6 years old) in Ethiopia. By 2012/13, out of the estimated 7.3
million children of the appropriate age group, only 478,977 children were reported to have
been enrolled in kindergarten in 15,137 centers. The rapid increase in the past years follows
greater private sector engagement in the urban centers and massive government efforts to
expand access to a reception class (0-Class) in primary schools. The above cited report
evidence and other research findings obviously reveal that the expansion rate of kindergarten
schools is by far behind the growth rate children population who has reached the age of
kindergarten.

As mentioned in the foregoing pages, despite the immense benefits of kindergarten education
for children, for parents, and for the general public at large, a great majority of kindergarten-
age children are lacking the opportunity of attending the kindergarten programs in most parts
of the country. Hence, the why of the above mentioned problem and the how of solving it
should deserve a well-coordinated study for which adequate amount of human and material
resources should be allocated. The prime purpose of this study, however, is to survey the
challenges of implementing kindergarten education curriculum in Bole Sub City of Addis
Ababa, to which, like that of several other towns in the country, many of the kindergarten age
children are out of the kindergarten schools.

1.2. Statement of the Problem

The main aim of kindergarten education is to promote the physical, mental, emotional, and
social development of young children, thus preparing them for the future primary education
(Patricia

2
and James, 1993). Moreover, CYFAO (1993) has stated that kindergarten education helps to
relieve the working parents off the burden of childcare activities.
As a system of education in all K.Gs need to be well organized and meet the standards of at least the
local government. Habtamu (1996) has discovered that most of the kindergarten schools that are
currently functioning have not been built for the purpose of kindergarten program, but rather for
such purposes as residence, offices, and others, as a result of which they are often overcrowded.
The author has further revealed that the standards and guidelines of Ministry of Education and
CYFAO are not maintained throughout the country.

The World Data on Education (2010/11) also states that the main objective of preprimary
education is the all-rounded development of children in order to prepare them for formal
schooling. In support of this, MoE (2002) has stated that kindergarten education requires high
investment and trained human power; the teachers should have real nice affection for children;
the educational and recreational materials have to be adequately supplied; and there have to be
facilities that allow children to rest when they are tired and hungry. According to preprimary
curriculum of Ethiopia developed in 2001 E.C., the children who are learning in kindergarten
must develop the five areas of learning, namely, physical development, personal, social and
emotional development, literacy, mathematics and understanding of the world. P +However,
according to Demeke (2003), many kindergarten schools that he studied in Addis Ababa assess
the performance of children in terms of one area of academic achievement, i.e. to what extent a
child is able to count numbers, recite the alphabet, and knowledge of English language
proficiency and the like.

As far as the status of kindergarten education in Bole Sub City of Addis Ababa is concerned,
little or no research has been conducted to evaluate the practices and challenges of kindergarten
education program. However, as stated above, some surveys conducted on kindergarten
education elsewhere in the country have found out that many kindergarten schools are struggling
to fulfill the requirements and standards set by MoE. In addition, the researcher has 0 years work
experie5 ytl;'
g/o7nces in the areas of children and women development when he was working in non-
governmental humanitarian organizations in Ethiopia. These states of affairs have motivated the

3
researcher to survey on the topic of "Challenges of Implementing Kindergarten Education
Curriculum in Public Kindergartens in Bole Sub City of Addis Ababa".
The study was conducted within the frame of the following research questions.
1. To what extent have the kindergarten schools implement the kindergarten curriculum
developed by the Ministry of Education?
2. What are the major sources for financial and material resources necessary for the
operations of the kindergarten schools?
3. To what extent are the physical plants, equipment, and facilities of the
4. 6+/%////285000,km mki.9wsskindergartens furnished to achieve the desired objectives of
the KGs?
5. What are the mechanisms employed to follow-up and evaluate the educational practices of
the kindergarten schools?

1.3. Objectives of the Study

The general objective of this study is to survey the Challenges of Implementing Kindergarten
Education Curriculum in Public Kindergartens in Bole Sub City of Addis Ababa, and then come up
with feasible recommendations for the drawbacks identified. The specific objectives of this study
are also stated as follows:
1) To find out whether or not the kindergartens are offering the education program based on
the curriculum of MoE of Ethiopia.
2) To find out the major sources of financial and material resources of the kindergartens for
the effective implementations of the program.
3) To assess the extent to which the physical plants, equipment, and facilities of the
kindergartens are furnished to achieve the desired objectives, and
4) To identify the mechanisms employed to follow-up and evaluate the educational practices of
the kindergartens.

1.4. Significance of the Study

It is generally believed that the future of any society is highly dependent upon the extent to
which it takes care of its young children. Put another way, it is to the young children that a
society hands over its cherished values, norms, customs, cultures, knowledge, traditions, etc.

4
take over these legacies and then to perpetuate them, the young people should be ready mentally,
physically, emotionally, psychologically, and socially (source...).

To this effect, it is worth paying attention to the positive provision and treatment of all sorts to
children mainly during the first five or six years of child's life (CYFWO, 1993). CYFWO
directives further noted that educators and psychologists have proved that 90% of mental
(cognitive) and 50% of physical growth and development are realized during the first five/six
years of child's life. Therefore, the time, energy, financial and material resources devoted to
promote an all-round development of children during the first five/six years of their lives are
more of an asset than a liability.
One of the most important mechanisms through which the all-round developments of young
children are realized, is through kindergarten education, which is usually provided for the
children from the age of four to six (Good, 1973). To this effect, the education systems of many
countries nowadays tend to extend further below the primary education, so as to address the
educational demand of the children before the age of primary school entrance (Widmer, 1970).
Therefore, this study has the following significance:
1. It attempts to identify the major drawbacks of kindergarten education in Addis Ababa sub city,
and then forward some possible solutions.
2. It may make current data available on issues, status, and prospects of Challenges of Implementing
Kindergarten Education Curriculum in Public Kindergartens in Bole Sub City of Addis Ababa.
3. It is also hoped that this study serves as a take-off point for further research and development in
the area of Implementing Kindergarten Education Curriculum in Public Kindergartens in Bole
Sub City of Addis Ababa and even beyond.

1.5. Delimitation of the Study

This study is delimited to seven public kindergarten schools in Bole Sub City of Addis Ababa. According
to the statistical data obtained from Education Office of Bole Sub City, there are 15 Weredas in Bole Sub
City of Addis Ababa. But, there are only seven public kindergarten schools that are currently serving the
kindergarten-age children in these 15 Weredas of the sub city. The name of kindergartens, the number
of teachers including principals and the number of members of each parental committee of the
kindergartens are presented in the table below.

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Table 1: List of Kindergartens in Bole Sub City of Addis Ababa
Name of Kindergartens No. of No. of Remark
Teachers Committee
Members
F M 5
Gerji Kindergarten 5 - 5
Ware Gelu Kindergarten 16 - 5
Misrak Kindergarten 6 - 5
Bole Bulbula Kindergarten 8 - 5
Ayer Amba Kindergarten 6 - 5
Bole Hibreteseb Kindergarten 6 - 5
Gara Guri Kindergarten 10 - 5
57 35
Source: Bole Sub City Statistical Report, Year 2011 E.C.

Since the number of public kindergartens in Bole Sub City of Addis Ababa is only seven, the
researcher has included all of the kindergartens in the study.
Also, the contents of this study have been delimited to the study of the current state of
kindergarten education, particularly the kindergarten curriculum, the sources of finances for
kindergartens, the availability of educational facilities of kindergartens, and the follow-up and
evaluation mechanisms employed by the kindergartens, Addis Ababa Education Bureau and
Ministry of Education (MoE).

1.6. Limitations of the Study

This study has come under two major limitations. Firstly, there is a critical shortage of domestic
research works on the area of preschool education in general and that of kindergarten in
particular. To make matters worse, many of the books on preschool education, those are
available in various domestic libraries, date back to 1960's, 1970's and 1980s. Consequently,
such scarcities have counted against the attempt of reviewing much more recent literature on the
area of kindergarten education.

Secondly, because of financial , the researcher could not use observation checklists, except the
questionnaires and structured interview. Had the observation checklists been employed as one of

6
 The data gathering techniques, this study would have been much more exhaustive and •
comprehensive.

1.7. Definition of Operational Terms

Kindergarten: An educational set up or section of a school system, devoted to the education of

MUM 11 children, usually from 4 to 6 years of age;

Kindergarten Curriculum: A program of social experiences embodying social studies,

language, arts, natural science, creative arts, and physical activities through which children, as
11 icy learn to work and play together happily and constructively, gain an understanding of the
world about them (Good, 1973).

Kindergarten Froebelian: A kindergarten for the training of young children between 3 to 7

years of age in which Froebel's gifts, games, and occupations are employed and in which
leaching methods are based on Froebel's principles and theories of education popular in the last
19* century (Good, 1973).

I'reschool Education: The method and theory of guiding young children in group, generally
referring to education demonstrated in nursery schools; emphasis is placed on developing
capacities of the individual and on helping him/her to meet his/her problems (Good, 1973).

I'reschool Teacher: A person trained in child development or early childhood education that is
involved in a program for preschool children in nursery school, kindergarten, or a daycare
center; may be assisted by non professional workers (Good, 1973).

1.8. Organization of the Study

This study paper is divided into five chapters. Chapter one deals with introduction, statement of
the problem, the significance of the study, delimitation of the study, limitation of the study,
definition of operational terms, and organization of the study. Chapter two presents the review of
related literature. In this chapter, related research findings and solutions so far suggested by
various scholars or authors have been reviewed. Chapter three treats the research design and
methods, approaches, procedures and data collection instruments that were used to achieve the

7
purpose of the study. Chapter four focuses on the presentation, analysis and interpretation of data
gathered through questionnaires and structured interview. At last, chapter five presents brief
seminary of the findings, conclusion, and recommendations for the problems identified.

8
 CHAPTER TWO
2.1. REVIEW OF THE RELATED LITERATURE

Ins chapter presents the main topics of the related literature reviewed. It will shed light on such
topics as historical development of kindergarten education, kindergarten education in Africa,
introduction of kindergarten education in to Ethiopia, importance of kindergarten
education.Then the objectives of kindergarten education as related to teachers training and
quality of provisions like, contents of kindergarten education curriculum, scheduling children's
activities in Kindergarten program, the teacher-child ratio in kindergarten program. In particular,
quality and wdequacy of kindergarten teachers, contents of kindergarten teacher training
program, Kindergarten environment, equipment, and facilities, financing kindergarten program,
and follow-up and evaluation of kindergarten program is covered.

The inducting of the young in to the culture and values of the society has been one of the
challenges that tested the intellect, energy, and time of human beings for many years.
Particularly, in the history of education of the Western World, the idea of the educational
provision for young children is not new.

According to Suzanne and Kristine (2001), for instance, more than twenty-five hundred years
before, early Greek Philosophers, such as Socrates (469-399 B.C.), Plato (425-347 B.C.), and
Aristotle (384-322 B.C.) had had great concerns for the education of the young. Further, these
authors have witnessed that although Plato and Aristotle had fully recognized the importance of
early training in human development and advocated for the establishment of community
nurseries for the better upbringing then sought for, the father of the idea of organizing schools lor
small children was, in fact, Comenius.
According to Carol (2000), John Comenius (1592-1670) was much concerned with early
childhood education and also wrote the first picture book known as "Orbits Pickups", whose
content was simple learning lessons about stones, plants, animals, colors, and names. Comenius
also established the first "Mother Schools" for children whose age ranged from birth to six years,
where sense training and mastery of some elementary facts-of-life were taught by mothers
(Spodek, 1986).

9
Even though the recognition of early education of the young came as early as the time of Plato,
and then Comenius putting the first corner stone for preschool educational programs, prominent
educators, such as Locke, Rousseau, Pestalozzi, Owen, Piaget, Dewey, Montessori, and many
others have contributed a great deal to the cause of early education of the young children. In
short, they were the seminal thinkers whose writings and works had influenced the form and
function of the present day early childhood education in general and kindergarten educational
programs in particular (Mitzel, 1982).

Nevertheless, not until Fredrick Froebel (1782-1852) did a comprehensive preschool theory
emerge that was specifically directed towards the education of the young children. Froebel not
only provided a preschool theory, but also coined a name for his preschool as "Kindergarten", to
mean 'caring for young children as for young plants' (Monroe, 1960). Moreover, according to
Range et al (1982), Froebel not only influenced European preschool educational programs, but he
could also influence those of the United States of America, especially in his theory of teachers'
apprenticeship training programs and in his curriculum in accommodating all children's needs
including those from the poor family backgrounds-compensatory education for the culturally
deprived children.

In general, Froebel's thinking of education of the young children has been as progressive as are
those of the modern psychologists and educators in that his belief was that a child's early
experiences have profound effect upon his/her future personality and development (Bloch and
Popkewitz 2000).
These authors further state that Fredrick Froebe vn Germany opened the first kindergarten school in
1837.
Later, by the end of 19th century, Froebelian-type kindergarten began to spread in most parts of the
world.
According to Hilderband (1999) and Spodek (2000), the kindergarten education has largely been a
product of the 20th century. They further write that it is relatively in recent years (beginning
from mid 1940's to mid 1960's) that preschool education has become the subject of serious study by
scholars and researchers, because of the accelerated social changes during this period.
Furthermore, during this period, various research evidences and provocative literature on child

10
development and early learning have alerted the public in general and policy makers in particularl
(Mitzel, 1982).

On the whole, the major works of Hunt (1961), Piaget (1963), Bloom (1964), and Skinner (1960)
as all cilcd in Austin (1988) and Mitzel (1989) have convinced the people not only that the i
education offered before the age of six markedly affects later school performance, but they also
created an unprecedented social awareness and the shift in thinking about child development in
the modern context of life. Austin (1996) has, for instance, indicated that this rethinking and
awareness have influenced the organizations of the human power and physical environment of
preschool programs in Europe and far beyond.

2.2. Kindergarten Education In Africa

A UNESCO Report (2012) revealed that even though the intelligence base of cognitive
development is assumed to occur before the age of 10, the distribution or allocation of the
educational expenditures in the Third World countries for the education and care of children is
less than 10% of the total budget. Hence, it seems that this reality directly reflects the poor state
of the kindergarten programs in most African countries, where Ethiopia is no exception.

UNESCO Report (2013) also stated that the African nations as well as state ministries of
education couldn't do as much as was/is desired in the area of preschool education, for most of I
he education budget is usually spent on the secondary and higher education provision. Therefore,
according to this report, the majority of kindergarten-age children are not benefited from the
kindergarten program.
As a result, the kindergarten programs have become the privileges of very few children of the
affluent classes and the "new elites" of the continent. UNESCO keeps on stating that since the
whole topic of kindergarten in Africa has been influenced by the inherited colonial models, the
attempt of adjusting the few existing western type kindergarten programs to the local resources
and needs has made the opportunity so costly that only few privileged classes of the population
are being benefited.

For example, in Kenya, less than one-fifth of the children between the ages of 3 and 6 attend
kindergarten programs, while more than a million are left on their own to play around their
homes in the rural areas and open spaces in the towns. In Zambia, too, the kindergarten

11
programs cater for only a small percentage of children, mostly that of urban areas (Nathan,
2000).
as a result, kindergarten programs have become more of the responsibilities of voluntary
organizations in Africa. Such organizations as the National Council of Women's Societies in
Nigeria, the Zambian Preschool Association (ZPA). and the Community Based Center for
Stimulating Children (CSC) of Benin are some of the typical examples that have taken
ippreciable initiative in promoting the welfare and development of young children (UNESCO,
2012).
on the whole, education of kindergarten-age children in most African countries seems to have
been left more to the concern of the parents of the children. On the other hand, according to
Nathan (2001), the current reality facing millions of African families (especially the rising
economic needs, mobility, unemployment, etc.) has made life ever difficult to many mothers to
either look after their children or to cope with earning their livelihood. In this regard, the
Ethiopian parents are no exception in many aspects.

2.3. Introduction of Kindergarten Education in Ethiopia

According to Bizunesh (1983), in Ethiopia modern kindergarten education began in 1908 (almost the
same time as the introduction of modern education) in Dire Dawa. She further states that it was
begun by the Ethio-French Railway Company for the children of the workers. The French embassy,
she added, took the initiative to Ethiopia. The second kindergarten was opened fifty years later in
Addis Ababa. Bizunesh has also indicated that there were only 77 kindergarten schools in the
country up until 1974 serving only 7,573 kindergarten-age children of the country.
However, even though both the number of kindergarten programs and that of the children
attending kindergarten education are apparently increasing, the quality, equity and accessibility of
kindergarten education are far from satisfactory. In other words, these kindergarten programs could
not meet the demands of most Ethiopian children nor could it influence the life of so many working
parents.

Yemane (2007), for instance, vehemently argues that preschool education is still the privilege of
very insignificant number of children; fees are still very high, making preschools inaccessible to

12
the sons and daughters of the working parents; and no special provision has been made to meet the
needs of the working parents. On the whole, the educational opportunity for children of
kindergarten-age group is generally low or unsatisfactory, which in turn implies that the current
provision of kindergarten education is far behind the demand.

2.4. The Importance of Kindergarten Education

Many authors have written about the importance of kindergarten education in particular and
preschool in general. Hilderband (1971) and Seefeldt (1987) have strongly argued for the
promotion of the kindergarten education. Some of their justifications for the promotion of
kindergarten education include that it is a foundation stage for the development of personality and
proper socialization; it helps develop healthy habits and basic skills in cleaning, conversation and the
like; it stimulates physical and cognitive development; it helps develop desirable social attitudes,
manners, and emotional maturity; it creates proper educational environments, so as to prepare the
child for primary school entrance; it relieves the working parents of the burden of child-rearing
activities, etc.
IDRC's (1983) studies, mainly focusing on Latin American Countries, indicated that children
who went through preschool programs tend to be more successful in schools (less dropouts and
repetitions), show better social adjustment, and have better overall maturity than those children
who did not participate in preschool program.

Clement et al (1983) are even much blunter about the advantages of kindergarten education.
They state that despite major early education initiatives, it is only recently that unequivocal, solid
evidence of long-term effects had become available. The authers further argue that early
[childhood] education programs of high quality can have a significant positive long-term impact on
children from low income families. According to these authors, the research evidence available
also indicates that early education may appreciably reduce the cost that the society later must bear
for each child.

Furthermore, Zanden (2001) states the cognitive skills acquired during preschool [kindergarten]
years have profound implications for children's ability to function as members of society.
Moreover, Agarwal (1982) has found out that children who have been to pre-primary programs
show better progress at the primary stage and it [the participation] helps in reducing wastage and

13
stagnation (repetition). The modern trends in education policy, therefore, are to emphasize
preprimary education, especially for children with unsatisfactory home background. In fact, the
kindergarten programs have a lot of aims and objectives to achieve.

2.5. Objectives and Contents of Kindergarten Education

The Education and Training policy (TGE.1994) states that one of the main objectives of the
education system is to develop the physical and mental potential and problem solving capacity of
individuals by expanding education, and, in particular by providing basic education for all. The
same policy document also states "kindergarten education will focus on all-round development of
the child in preparation for formal schooling". To this effect, kindergartens should attempt to give
the child an education which is appropriate to his/her stage of development and which can satisfy
his/her immediate needs. It should also aim at laying a fertile foundation for the years' ahead
(Foster and Headley, 1996).
According to Foster and Headley (1996), the objectives of kindergarten education include,
among others, to uncover interests and aptitudes; lay foundations for reading, writing and
number work; promote children's safety and help them get accustomed to working alone in spite of
the presence of others and work and plan with others in groups; give a child broad contacts with
other persons like or unlike him/herself; provide the child a situation where he/she can become
increasingly aware of relationships between freedom and responsibility; teach children sources of
accurate information; give the child an exposure to a wide range of creative experiences and to
encourage him/her to express his/her own ideas through a variety of media; help children accept
themselves and learn that they are persons of worth who can accomplish things of importance for
which others respect them; help children move as fast as possible towards a solution of their
problems and to provide practice and skills in thinking for themselves; inspire children to acquire
an attitude of inquiry.

Similarly, UNESCO's World Survey (2012) of 73 countries on kindergarten education shows

that the main objectives of kindergarten education and care in most of these countries include the
total development of the child; intellectual development of the child; preparation for primary
schools; language development of the child; childcare, health, and nutrition; Religious
instructions, etc.

14
Moreover, in the Ethiopian context, CYFWO (1993) state that kindergartens should
accommodate children of age 4-6, and cater towards physical, cognitive, psychological,
emotional, and social development of the children, and thereby preparing them for primary
education. The same guidelines further state that the objectives of kindergarten education are for the
development of self security, respect for work and good morality, respect for human rights, love,
and appreciation for society and environment. It can also relieve working mothers of the burden of
child rearing activities.

In addition, Agrawal (1997) has suggested more specific objectives of preschool education,
among which are to develop in the child good health, habits and to build up basic skills necessary for
personal adjustment, such as dressing, toilet habits, eating, washing, cleaning; to develop desirable
social attitudes, manners and to encourage healthy group participation, making the child
sensitive to the right and privileges of others; to encourage aesthetic appreciation and stimulate
the beginning of intellectual curiosity concerning the environment and to help him/her understand
the world. On the whole, the main aim of kindergarten education is the all-rounded development of
children in order to prepare them for formal schooling and develop their confidence in
themselves. To that effect, the contents of kindergarten program have to be carefully selected.

2.5.1. Contents of Kindergarten Curriculum

The kindergarten is an educational reception center designed to help the child in his/her
adjustment to organized schooling (Smith et al, 2009). These authors further state that most of
the activities of the kindergarten programs are provided for the purpose of induction and
orientation of the child to the school. They emphatically recommend that the kindergarten should be
able to provide experiences that help the child to increase her/his familiarity with other children,
materials, and primary type activities. The authors further recommend that kindergarten program be
an integral and vital part of the total elementary school program.

Moreover, Patricia and McDowelle (2007) state that early childhood curricula should focus on
areas of cognition, social and emotional development, adaptive functioning, communicative
skills, and motor development. They add that specific areas may be emphasized as a result of
selecting particular theoretical and philosophical bases. For instance, according to the authors, if
the program philosophy and theoretical bases were developed and selected because of social-

15
emotional emphasis, then selection of program materials will follow that direction. Hence, the
types of curriculum models and all program materials should support and maintain the program
philosophy, theoretical orientation, and the program goals and objectives.

With regard to some major learning experiences that a kindergarten program should provide,
Smith et al (2009) have stressed, among others, the creative activities, such as painting, finger
painting, working with clay, woodworking, etc; play activities, such as building with blocks,
playing house, pretending to be grown-ups, etc; large muscle activities, such as climbing, lifting,
and building with large boxes and boards, etc; enjoyment of literature, such as listening to
stories, read, and told, looking at picture books, etc; participation in music, such as singing,
responding rythmically, using musical instruments, etc; experiences in science, such as caring for
pets, using magnets, helping plants grow, etc; short trips in to the community, to the grocery
stores, forestation, and post office to see a house being built or street being paved, etc; mid-
morning or mid-afternoon snacks; hot lunch at noon and nap on cots for all-day kindergarten
youngsters; and rest in a prone position, etc.

According to Ethiopian Kindergarten Curriculum (2001 E.C), the kindergarten program contains
five areas of learning and development that must shape educational programs in early years
settings. All areas of learning and development are important and interconnected. These areas are
crucial for igniting children's curiosity and enthusiasm for learning and for building their
capacity to learn from relationships. According to this curricullum, the main content areas are the
physical development, personal, social and emotional development, communication and
language development, basic mathematical skills development and understanding the world.

More specifically, the areas of physical development involve providing opportunities for young
children to be active and interactive and to develop their co-ordination, control and movement. The
areas of personal, social and emotional development involves helping children to develop a
positive sense of themselves; to form positive relationships and develop respect for others;
develop social skills and learn how to manage their feelings; understand appropriate behavior in
groups; and to have confidence in their own abilities (Kindergarten Curriculum of Ethiopia
(2001 E.C).

16
It also involves enabling children to explore and play with a wide range of media and materials as well as
providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a
variety of activities in art, music, movement, dance, role play, and design and technology (Kindergarten
Curriculum of Ethiopia (2001 E.C)..
As regards areas of communications, the areas of communication and language development involve
giving children opportunities to experience a rich language environment, developing their confidence and
skills in expressing themselves, and to speak and listen in a range of situations (Kindergarten Curriculum
of Ethiopia (2001 E.C)..

The areas of basic mathematical development involve providing children with opportunities to develop
and improve their skills in counting, understand using numbers and using mathematical concepts. The
areas of understanding the world involve guiding children to make sense of their physical world and their
community through opportunities to explore, observe and find out about people, place, technology and
the environment. On the whole, the kindergarten currriculum of Ethiopia focuses on the contents that help
the children to develop theeir all-round personalities, and the curriculum content areas should be well
scheduled when presented for chcildren (Kindergarten Curriculum of Ethiopia (2001 E.C)..

2.6. Scheduling Children's Activities In Kindergarten Programs

Scheduling is very important because decisions about it (scheduling) greatly influences the children's
feelings of security, the accomplishment of objectives, and the staffs effectiveness (Decker and Decker,
1984). The authors further state that scheduling involves planning the length of the session, and timing
and arranging the activities during the sessions.

2.6.1. Length of Sessions

There is great deal of controversy concerning the length of the sessions. Decker and Decker (1984), for
instance, have presented two major controversies about whether the kindergarten programs should be a
half-day or full-day session. According to these authors, advocates of half-day sessions argue that
children do not get as tired; staff members have more time for planning, evaluating, and working with
parents; no provisions have to be made for lunch or rest activities; and young children have an
opportunity to be with their parents for parts of the day.

17
On the other hand, the advantages that the supporters of full-day sessions advance include fewer
transportation problems; longer blocks of time for lengthy activities; more staff influence, especially
important for children without a rich home life; staff members can get to know the children better; and
more time for academic experiences or for emphasis on plays (a point of disagreement among those
advocating a full-day).

Recent evidence has, however, revealed that academic advantages for children who attended full-day
sessions exceed the academic benefits of children who attended half-day sessions (Decker and
Decker, 1984). Whether the sessions are run on full or half time basis, it is very important that the
learning activities of kindergarten program are well timed and arranged in such a way as to facilitate
for the effective implementation of the kindergarten curriculum.

2.6.2. Timing and Arranging Activities

The timing and arrangement of activities in kindergarten have attracted the attentions of several
authors. Decker and Decker (1984) have noted that, regardless of whether the session is half or full
day, good schedules for kindergarten programs have certain characteristics. These authors advise that
a good session should begin with a friendly, informal greeting of the children, and staff members
should make an effort to speak to each child individually during the first few minutes of each session.
A group activity such as a greeting song also helps children feel welcome.

Moreover, children's physical needs, such as toileting and eating, should be cared for at regular
intervals in the schedule. However, unless the generally accepted standard of teacher-child ratio is
maintained, it is difficult to facilitate for a good timing and arrangement of activities for kindergarten
programs.

2.7. Teacher-Child Ratio

The teacher-child ratio is believed either to enhance or retard children's opportunities to learn.
According to Keliher (2001), for instance, the teacher's effectiveness is generally enhanced with
relatively smaller class-size, because he/she has more time to deal with each of the children. In the
larger classes of kindergartens, for instance, more aggressive acts, such as pushing, bumping, striking,
and a high level of frustration are observed (Cannon, 1997). Cannon, therefore,

18
concludes that too many children in too little space with too few teachers are detrimental, especially for
young children whose kindergarten experience is their first encounter.

In addition, another important issue to be considered together with teacher-child ratio in the kindergartens
is safety. According to Rudolph and Cohen (1984), for instance, in case there is fire, earth quake or flood,
it is very difficult to know or decide how many children one teacher should escort to safety place when
he/she is in charge of as many as 20 to 30 kids of five-year-olds. In fact, it is even more difficult to lead
the children to the safe areas when their ages range from 2 to 3, for they cannot follow the direction at the
sound of the alarm of the fire (McCarthy and Houston, 1980).

On the whole, McCarthy and Houston (1980) and Hilderband (1999) strongly recommend that for the
young children of kindergarten age, the teacher-child ratio should not exceed 1:22, so as to encourage
daily interaction and friendship among children and to provide better learning conditions as well. As for
the teacher-child ratio of kindergartens in Ethiopia, CYFWO (1993) recommends that the teacher-child
ratio be kept at or below 1:40, as it can affect the quality and adequacy of kindergarten teachers.

2.8. Quality and Adequacy of Kindergarten Teachers

The kindergarten teacher has much responsibility for almost all of the activities taking place in the center.
With this recognition, therefore, the trend of giving at least 4 to 5 weeks' training course became a reality
(Foster and Headley, 1990). The fundamental reason for the training of teachers is that they are
significant adults in schools, as are parents at home. According to Gross (1989), for example, the
influence of kindergarten teachers, in particular, is profound as she/he serves as a model of behavior
formation and value transmitter.

Many other educators have also reiterated that those kindergarten teachers who have received adequate
training can positively influence the lives of children in their formative years. Hilderband (1999), for
example, has called for special training of kindergarten teachers for the fact that the profession requires a
happy and creative, intelligent and energetic teacher, so that he/she can serve the program expertly and
well. The authors, as a result, concluded that it is only in this way that kindergarten children can adjust to
the school environment and also be guided towards their optimum development.

19
Moreover, Mialaret (1986) have noted that teachers of young children in this rapidly changing
world need to have profound knowledge about the child's biological growth and development,
his/her general living environment, theories of education, and the principles of learning, etc. The
authors also warn that the failure to keep in touch with the changes through constant training and
development will endanger the future of kindergarten educational program, as the teachers'
environment and that of the children are also changing. To that end, contents of kindergarten
teacher training and development program should also be updated in line with the changes taking
place.

2.9. Contents and Duration of Kindergarten Teacher Training program

2.9.1 Contents
The courses (contents) of kindergarten teacher training have both similarities and differences in
various parts of the world. But the similarities exceed the differences. For instance, Austin
(2001), in his study of 8 Western Countries, had found out that such courses as psychology,
Child Development, Sociological history, philosophy, Theory and Methods of Preschool
(kindergarten) Education, Geography, Mathematics, Natural Science, Hygiene Education, Safety,
Language, Art, Home and Family life, etc, were being offered. However, the courses offered
may vary from country to country.

2.9.2. Training duration of the program

The training duration of kindergarten teachers varies from institutions to institutions, countries to
countries, and above all from agencies to agencies. Mialaret (1986), for example, has indicated that
training duration of kindergarten teachers ranges from very short courses or orientations of few
weeks to one or two years. He further states that the type of certification could be either non-
diploma or degree courses. Or it could be first degree or second degree.

In UNESCO's Survey (2010) of 67 member countries, most of them were found to offer courses
lasting for two years. However, the study showed that in some countries there were no specified
certifications required, other than the completion of primary or secondary levels. Moreover,
Austin (1986), in his five-year cross-cultural survey of early childhood education in 7 European
countries and in Canada, found out that the training duration of teachers ranged from 1 to 4
years.

20
In Ethiopia, the duration of kindergarten teacher training is three months for pre-service
training, 45 days for in-service training, and 15 days for orientation courses (MoE, 2002). The
UNESCO survey (1985 ) on 67 United Nations member countries shows that most of them
found to offer course that for two years. The study, however, showed that in some countries
there were no S certification records other than completion of primary or secondary level.

2.10. Kindergarten Environment, Equipment and Facilities

2.10.1. The Physical Environment, Plant, and Space
It is generally accepted that rich and pleasant kindergarten environment provides a good many
opportunities for a child in whose self-selected activities that he/she chooses can be realized.
Hefferman and Todd (2003), for instance, assert that with the comfortable kindergarten
environment, the teacher will be able to learn more about an individual child and also to
provide a described care and guidance. These authors further agree that with pleasing
kindergarten environment, the child's physical vigor, activity planning, emotions and attitudes
can easily be detected by a keen kindergarten teacher, so as to maximize the desirable caring
and educating activities expected at this level.

Hence, Heffernan and Todd (2003) and other several preschool educators advise that teachers,
parents, builders, and architects have to play a major role in the planning of the kindergarten
plant. furthermore, according to David (1980), an open-plan of building (a building plan where
maximum flexibility of use can be made) is essential to promote children's positive attitude
towards school and school experience.

David further stresses that the open-plan building arrangement fosters the development of
positive attitudes of teachers towards their day-to-day work and also towards the interaction
with their working friends and principals. In the conventional classrooms, on the other hand,
both the individual and group needs of the children cannot be met, for it lacks flexibility of use,
and is also more of a self-contained classroom plan.

Another point that is worth considering is the size of the in-and out-door spaces. The size of the
in-and out-door spaces can negatively or positively affect children's activities. However, there
seems no optimal size, as there are variations among the philosophies of kindergarten
programs.

21
Put in a different way, there are some kindergarten programs which strictly follow a child-
centered philosophy, while others are in favor of a classroom-oriented philosophy that does not
call for an expansive space in which children’s self-initiated discovery and observation are
encouraged (McCarthy and Houston, 1980).

Hence, educators like Foster and Headley (1989) suggest that a minimum of 10 square feet 1929
square meters) per child must be allotted for every out-door activity. In this regard, for a
kindergarten school that has an enrollment of 24 children, the authors recommend total area of
1400 square feet (222.97 square meters). They further recommend a 50 to 60 square feet (4.6 to
5.6 square meters) floor per child, while for a kindergarten serving 24 children, a floor space of
.200 tol500 square feet (111.5 to 139.4 square meters) is recommended. This space does not
include the washing and locker rooms).

In the Ethiopian context, the kindergarten directives of the Children, Youth and Family Welfare
organization (CYFWO) of 1993 recommends the total area of a kindergarten that serves 120
children be between 1081 and 12000 square meters. The Pupil station has also been
recommended to be between 6 and 10 square meters. The same directives have further indicated
the pupil station in classroom (when 40 children in the classroom are taken as a standard) is 55
square meters, while the total area of the classroom is 63 square meters.

Although there is no ideal size agreement as regards the kindergarten space, Decker and Decker
(1984) have witnessed that most of the licensing regulations demand up to 75 square feet (6.9
square meters) per child, while Hilderband (1981) argues that it should be between 75 and 200
re feet (6.9 to 18.6 square meters) per child.

In all cases, however, Oats as cited in Decker and Decker (1984) holds that the small size of
space can adversely affect the quality of learning, because if/when the spatial quality is low,
children are less likely to be involved and interested in the activities. This author further asserts
teachers also more likely to be neutral and insensitive to create a good child-teacher or child- to-
child interaction, or to provide useful rules of social living in a crowded kindergarten schools.

Furthermore, McCarthy and Houston (1980) proved that maximum crowding of yards is related
to low quality of kindergarten programs, while high quality of space is associated with sensitive

22
and friendly teachers, who are more interested to engage their children in creative and
participatory activities. As a result, the authors call for a kindergarten environment, plant, space,
equipment and facilities to be as adaptable as possible to the programs desired, so as to make
activities appreciated by the kindergarten children and teachers.

On the whole, kindergarten schools can only be attractive when their general environment, plant,
man power, and equipment and facilities are well organized to meet the needs of young children
who are to be cared for as well as educated there (Mialaret, 1986).
2.11.2. Equipment and Facilities for Kindergartens
‘’Equipment and facilities for kindergarten program" refers to all materials expected to promote
the child's physical, intellectual, social, and emotional development (Cohen, 1988).The
equipment and facilities are used during children's play, art and construction work, socio-
dramatic activities, and in other related educative occasions. Thus, they are considered to be very
important media for children's learning (Foster and Headley, 1998).

Although many may prefer a superior teacher in a poorly equipped classroom to an inferior
teacher in an elaborately equipped classroom, the selection and organization of equipment and
facilities are also worth due consideration. According to Hilderband (1981) and Decker and
Decker(1984), for example, not only do the number and variety of equipment and facilities that
matter, but also the play materials as well as the furniture have to be selected so as to meet the
need of kindergarten-age children in their size as well.

These authors emphatically recommend that the furniture must be of a proper height and
proportion, durable, and of lightweight, so as to safely carry them about the room. Accordingly,
they suggest that the weight of the child’s chair be 8 to 10 pounds (4 to5 kgs). In addition,
Decker and Decker (1984) argue that for most groups of 5 and 6 year-olds, the chairs should be
of a height of 11 to 12 inches (27.94-30.8 centimeters). These authors further recommend that
the shape and the size of tables be semi-circular (to enhance one-to-one conversation as well as
to the teacher easily) or are square, but its width must be 30 x30 inches (76x76cm).

It is generally believed that the kindergarten children are usually characterized by their needs to
be physically active. A prolonged and monotonous activity is, therefore, seriously painful to

23
them. As a confirmatory evidence for this, Heffernan and Todd (2002) and Widmer (2001) also
advise that the in-and out-door activities must be able to provide opportunities for the young
children to observe, explore, construct, and experiment.

Rudolph and Cohen (2001) also state that the use of various equipment and facilities has the
value of emotional release and personality development in young children. These authors further
write that the variety of activities provide the children with a feeling of strength and security,
sense of excitement and risk, which they can learn to enjoy with safety. On the other hand, if
there is a shortage of play things, equipment and facilities, children are put in a position of
directing their energy against each other, and towards climbing up the gates and fences, which
may result in a very serious physical injury (Hilderband, 1981).

With regard to the general housing of kindergarten program, Decker and Decker (1984) hold
that the size of doors, windows, floor of the rooms, and the like should be appropriate to the
developmental needs of the children for the effectiveness of the program. In this regard, Foster
and Headley's (1986) recommend that floors be kept clean, and windows be made low enough in
order for the children to easily see outside of the classroom as they go about their work and play.
On the whole, equipment and facilities selected for the kindergarten program should be suitable
to the child's developmental needs, number of children, and the objectives of the kindergarten
program.

2.12. Financing Kindergarten Program

Funds for kindergarten programs can come from various sources. According to McCarthy and
Houston (1980), for instance, sources for kindergarten funds can be the parents of the children,
the government, and various aid agencies. The authors further state that the aid agencies fund the
kindergarten programs, so as to make the parents free because of poverty, unemployment, etc.

Moreover, kindergarten funds may be shared among the significant bodies in a country. Austin
1986), for instance, has found out that in the Federal Republic of Germany the three most
important bodies sharing kindergarten funds are the Federal government, the Lander, and the
real communities of which the largest share (61-63%) goes to the Lander, while the share of the

24
local communities is 30.4%, and the government covers the rest. Similarly, Decker and Decker
(1984) have found out that the local, the state, the federal, and the foundations share
kindergarten education funding in the United States of America.

Ethiopia, the government has critical role in policy development, curriculum design, standard
setting, supervision, etc. Therefore, the government will encourage the private sector, NGOs and
communities to invest in kindergarten programs. (MoE, 2002)

2.12. Follow-Up and Assessment of Kindergartens

Smith et al, (2009) and Decker and Decker (1984) have asserted that it is through continuous
follow-up and evaluation results of the educational practices in the kindergartens that the policy
formulating bodies can acquire adequate written or verbal explanations and reasons to promote
the quality and the execution of the desired activities.

In addition, McCarthy and Houston (1980) suggest that if there are continuous and reliable low-
follow-up and evaluation results, the licensing bodies or departments can see to it that the
kindergarten institutions meet standards, such as health services, safety, staff qualifications,
building patterns, teacher-child ratio, and basic equipment and facilities required for the
programs. Moreover, Katz et.al (1980) have stated that parents, more than anyone else, need the
evaluation results of the kindergarten education (programs), for it is only if and when they
acquire reliable information about the quality of educational practices in the school that they are
willing to send their precious little ones to schools.

According to Decker and Decker (1984), the follow-up and evaluation of kindergarten programs
should not be limited to the time when the child is at the kindergarten level, but it has to go
beyond the kindergarten settings and up to the mid-elementary level,
On the whole, continuous and systematic follow-up and evaluative research findings can
mobilize the society and funding agencies towards the promotion of kindergarten educational
provision.
In Ethiopia,however, follow up and evaluation of kindergarten programs is not well coordinated.
Although the Ministry of Education trains teachers and provides some supervisory activities, the
results of the supervisory activities may not be adequate to influence or implement the policy in

25
action because of the absence of the definite state ministry that sponsors the program (Habtamu,
1996). According to the former National Children's Commission (1982), many kindergartens in
Ethiopia were not provided any supervisory services. The report further revealed that the few
supervisors who were to supervise or follow up the programs were not effectively and
efficiently discharging their responsibility for two reasons. To start with, supervisors were not
trained in kindergarten education or as kindergarten teachers. Secondly, they conducted the
supervision of the kindergarten programs as an additional assignment. In other words, their
main task was to supervise the formal schools. As a result, the kindergartens were not given the
required types of feedback, so that they could improve the content and delivery of their
educational program.

To conclude, according to the Young Lives Policy Brief (2010), pre-school in Ethiopia is
almost entirely private, urban, and accessed by relatively advantaged families. In fact, Ethiopia,
despite being among the poorest countries in the world, has made rapid progress towards
universal primary education. However, access to preprimary schools remains very limited,
particularly in rural areas. According to this document, only 25% of caregivers reported that
their children had tended preschools, and this figure dropped to just 4% among rural children.
Meanwhile, attendance levels in urban areas are strongly linked to income levels, with only
around 20% of the poorest households accessing preschools compared to around 70% of better
off families.
In summary, from the review of available literature, it can well be generalized that the
educational opportunity for children of kindergarten-age group in Ethiopia is generally low or
unsatisfactory, which in turn implies that the current provision of kindergarten education is far
behind the demands both in urban and rural areas.

26
 CHAPTER THREE
THE RESEARCH DESIGN AND METHODS

3.1. The Research Design

The prime purpose of this study is to survey the challenges of implementing kindergarten
education curriculum in Bole Sub City of Addis Ababa. To attain this objective, a descriptive
survey design was employed. Descriptive survey research design is appropriate when one needs
to collect opinion or attitude of respondents regarding the research problem. In this study,
attitude and opinion of respondents is surveyed in order to properly address the objective and
basic research questions of the study. Therefore, descriptive survey research design is chosen
for this study.

3 1.1. The Research Method

The quantitative and qualitative methods were used for the study. The data were gathered from
kindergarten principals, teachers, parents committees and kindergarten experts of Bole Sub City
Education Office through the self-made questionnaires and structured interview.

3.1.2. Source of Data

All kindergarten principals (7), teachers (50), all members of parents’ committees (35) and
kindergarten Education Office Expert were taken as the primary sources of data. Relevant
documents available at Bole Sub City Education Office and kindergartens were thoroughly
reviewed as sources of secondary data.

3.2. Sample Size and Sampling Technique

3.2.1. Sample Size
Currently, there are 7 (seven) public kindergarten schools in Bole Sub City of Addis Ababa.
Therefore all kindergarten principals, all kindergarten teachers, and all members of kindergarten
parents’ committees were included in the study. That is, all the available 7 principals, all 50
teachers and all 35 members of parents’ committees were involved in the study.

3 2.2. Sampling Technique

The schools were selected using census sampling and the teachers were selected using
availability sampling techniques that is the entire population were taken as the sample of the

27
study. In other words, all the available 7 principals, all 50 teachers and all 35 members of
parents’ committees were involved in the study. Bole Sub City kindergarten education expert
were interviewed as he is the right person to tell and clarify the state of affairs from an
administration point of view and from a supervisory position.

3.3. Data Gathering Instrument

Questionnaires, structured interview and document analysis were employed to obtain the
required data. The questionnaires were first prepared in English, and then translated in to
Amharic to ease communication to respondents as the users of Amharic.

3.3.4. Questionnaires
Questionnaire is very helpful for the person administering it to explain the purpose of the study
and to give meaning of the items that may not be clear (Khan, 1993). One of the most popular
and widely used data collection tool used in descriptive survey is questionnaire (Kothori, 2004).
Hence, the required data were collected through self-made questionnaires with both open and
close-ended questions. The items included in the questionnaires were prepared based on the
literature review

To that end, two types of questionnaires are prepared. The first type of questionnaire is prepared
for kindergarten teachers, and the second one for kindergarten parents’ committee members.
The questionnaire designed for teachers has 40 items of which 7 are open-ended while 33 items
are close-ended questions. The items included in the questionnaire for teachers are categorized
in to 5 parts. The questionnaires are designed for parents comprised of 22 items, of which 7
items are open ended while 17 items are close ended. The questions included in questionnaire
for parents are categorized in to 4 parts. See annex for the sample questionnaires.

3.3.5. Interview

The key way in which a researcher can perceive the understanding, feeling, and knowledge of
people in certain programs is through interview (Best and Kahn, 1993). In this study, the
kindergarten expert of Bole Sub City Education Office and the kindergarten principals were
interviewed separately.

28
The kindergarten expert Bole Sub city Education Office is selected because of the important
position he holds and the rich, relevant information and abilities to describe the current state of
kindergarten education in the town. The interview results will then be organized, categorized,
analyzed, interpreted and summarized to complement the data collected through questionnaires.

3.3.3. Document Analysis

Relevant documents available at Bole Sub City Education Office and Addis Ababa Education
Bureau were reviewed to gather pertinent information. More specifically, some of the main
documents reviewed include documents presenting the number of children in each section of the
kindergarten by their gender (sex); and also for kindergarten teachers, directors, parent
committees, and education experts by gender/sex; documents indicating the availability of
curriculum materials and education equipment and supplies; kindergarten annual and/or
quarterly reports; and kindergarten related performance evaluation report,, and so on.

3.4. Pilot testing the questionnaire

To address the issue of reliability, the questionnaires were tested on 3 (three) teachers, 2 (two)
members of parents’ committees)-who are randomly selected from 7 kindergarten schools.
After that, pre-testing were-held on 3 (three) teachers, 2 (two) members of the parents’
committees and two principals who are randomly selected out of the available population. Based
on the feedbacks of respondents, amendments were-made for clarity to some parts of the
questionnaires. Those teachers, members of kindergarten committees, and the principals, who
have responded to the pilot data collection tools, will be excluded from the administration of the
questionnaires after the pilot test.

3.5. Procedures of Data Collection

Once the respondents have given their consents, the questionnaires were administered to the
teachers and members of parents’ committees by the researcher himself.

3.6. Methods of Data Analysis

The descriptive statistical analysis was used. The data generated through the instruments are
presented in two ways. The first form of presentation is placing of responses mostly in

29
percentage in tabular form. The other one is discussion of the findings from the two instruments
or common analysis, sometimes supported by theoretical arguments

As to the analysis of qualitative data, the researcher hand analysis’s the data obtained through
interviews. That is, the researcher reads the data, organizes the data, marks it by hand and
divides it into parts.

3.7. Ethical Consideration

To make the research participants aware of the purpose of the research, the researcher held
discussions with the participants before beginning data collection. By so doing, the researcher
made everything clear for the research participants that the data gathered were used to examine
Lie status of kindergarten education in Bole Sub City of Addis Ababa.

In addition, the researcher will inform the participants that they have the right to express their
ideas on the topic without any restriction, and differences of opinion, anonymity and
confidentiality of their information will be respected.

30
 CHAPTER FOUR
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter consists of the presentation, analysis and interpretation of data gathered through
questionnaires and structured interview. The chapter presents responses of the kindergarten
teachers, kindergarten principals, kindergarten children parents and kindergarten education
expert of Bole Sub City. The presentation is followed by relevant discussions. For the purpose
of analysis of data gathered through interviews from kindergarten principals and kindergarten
education expert, the interviewees were coded as KPPs and KEE1 respectively. Given the
samples were all the available 7 principals, 47 teachers and 35 members of parents’
committees, table below shows that of teachers background.

Table 1: Characteristics of Respondents

Item Teachers
No %
1. Age Range
a) 20-25 15 32
b) 26-31 4 9
c) 32-37 25 53
d) 38-43 3 6
Total 47 100
2. Sex
a) Female 47 100
b) Male - -
Total 47 100
3. Education level
a) BA/BSc/Bul'd
b) 2 year college diploma 33 70
c) Grade 10 completers 10 21
d) Grade 12 completers 4 9
Total 47 100
4.Work Experience as KG teacher
a) 1 to 5 years 33 70
b) 6 to 10 years 14 30
c) 11 years and above - -
Total 47 100
5.Ownership of Kindergarten
a) Public 47 100
b) Government - -
c) Private - -
d) NGO - -
Total 47 100

32
As can be seen from Table 2 above, all kindergarten teachers were females. The age ranges of
44 4%) of them fall between 20 and 37. Hence, it well be deduced that all of the teachers were
in live working age, which is regarded as quite an advantage for kindergarten children.

Moreover, this figure reveals that female kindergarten teachers dominate over male
kindergarten teachers in preprimary subsector, which is congruent with early childhood care and
education theories, principles and practices. The strategy demands that the teachers assigned in
preschool subsector should be those who can work well with children (MoE, 2010).
Furthermore, CYFWO i ^93) reiterates that children are expected to easily adjust themselves to
the kindergarten environment if and when they can freely interact with active teachers and other
caretakers.

In addition, the qualifications of kindergarten teachers were explored and was found out that the
majority 33 (74%) of the teacher were qualified with a 2-year diploma education level, while 10
of the teachers were grade 10 completers. Only 4 were grade 12 completers. During the
structured interview with the kindergarten principals, they were asked why the kindergartens
were not hiring qualified kindergarten teachers with the knowledge and skills of early childhood
care and education.

The KPPs responded in unanimous way that,

“it is very difficult to get qualified teachers on Early Childhood, Care and Education
(ECCE), as there are no ECCE professional in the market, and so, we are forced to hire
teachers who have other subject major like language, mathematics and environmental
science ” (KPPS, May 30,2020).

This finding is not in line with what early childhood care and education strategic plan and c-
guidelines recommend. Early Childhood Care and Education strategic plan and guideline
requires all preschool teachers to have minimum of certificate on early childhood care and
education or have attended a 2 months course to upgrade their skills and knowledge, especially
the field of “active learning of young children” (MoE, 2010). With regard to kindergarten
teachers’ experiences, majority of them (37) have the teaching experiences of 1 to 10 years. The
study reveals that the existences of more experienced kindergarten teachers in the preprimary

33
subsector tells that perhaps there is little turnover of the workforces of the kindergarten teachers
in private kindergartens. However, it has to be further investigated.

Table 2: Implementation of Kindergarten Curriculum

Item Respondents
Teachers
N %
1. Which one is the aim of kindergarten curriculum?.
a) Physical and motor development 6 12
b) Language development 17 36
c) Mathematical development 5 11
d) Explore, know and understand the environment 12 26
e) Social and emotional development 7 15
Total 47 100
2. The degree of contents of kindergarten curriculum
to prepare children for primary level.
a) High 37 78
b) Medium 5 11
c) Low 5 11
Total 47 100
3. Which areas of the kindergarten program does your
kindergarten highly stress/ emphasize?
a) Academic subject 8 17
b) Languages and academic subjects 11 23
c) Academic subjects, languages and plays 20 43
d) Physical and motor development 8 17
e) Others -
Total 47 100
4. Which one of the following teaching methods do
you mostly use at your kindergarten?
a) Explanation, question and answer, and play. 7 15
b) Explanation, discussion and others. -
b) Question and answer, play, learning by doing. 27 57
c) Explanation, question and answer, discussion, play. 13 28
e) Explanation, question and answer, play, others. - -
f) Play and field trip. - -
g) All the above listed types of teaching methods. - -
Total 47 100
5. The Adequacy, Availability and Usability of
Kindergarten Teaching Materials.
a) High 15 32
b) Medium 25 53
c) Low 7 15
Total 47 100

34
In Table 3 above, the teachers were asked to choose among the most comprehensive aims of
kindergarten curriculum. Accordingly, 17 (32%) of the teachers stressed language development;
12 of them stressed that the curriculum should be one that enables the children to explore, know
and understand their environment; and 6 of the teachers argued that the curriculum should stress
the physical and motor development.

During the structured interview held with KEEP1 of the sub city, the KEEP1 said that the
awareness about the aim, objective and importance of kindergarten education was generally
poor. He further indicated that, in a few kindergarten schools, only a few children from well-to-
do family and from elites or professional parents were enjoying the benefits of the program.

The majority of the people, especially those of the low socio-economic group of the community,
the expert said, would consider the kindergarten a mere children village where parents left their
kids for half of the day or full day and then collected them from there any time they wished.

Asked the mechanisms the education offices have so far used to elevate the awareness of the
community about the need, importance, and benefits of kindergarten education, the KEE1
claimed that the education office has tried its level best to educate the people through various
mechanisms, such as trying to enlighten the residents whenever there were town dwellers'
meetings, social gatherings through 'Kebele' administration, and through occasional meetings
with community leaders, etc.

In fact, the objectives of preprimary education should not be narrowed down to intellectual
development alone. It should also aim at preparing children for primary education. Such
emphasis may be academically effective, but may constrain the child’s development in physical,
social and emotional areas. Thus, the kindergarten program should also emphasize the provision
of all areas of kindergarten education, so as to provide the child rich experiences in life.

As shown in Table 3 above, the teachers were asked to identify the areas of the kindergarten
program that their schools have been highly stressing. Accordingly, 20 (38%) of them responded
that their schools stressed the academic subjects, languages and plays; 8 participants said they
emphasized the physical and motor development; 11 of them favored language and academic

35
subjects; and finally 8 of the teachers responded that their kindergartens put higher emphasis on
academic subjects.
The kindergarten teachers were also asked to report about the teaching methods they mostly used
their respective kindergartens. Accordingly, 27 (62%) of them said questions and answer, play,
and learning by doing was preferred; 13 of the participants said explanations, questions ind
answers, discussion, and play teaching methods were used; while 7 reported that they chose
explanation and question and answers.
From their responses, it can well be inferred that the teachers were using diverse teaching
methods, which also motivates the children to actively engage themselves in what are being
done.
However, the majority 25 (52%) of the teachers rated the adequacy and usability status of the
leaching materials as medium while 15 (33%) of them rated the usability and adequacy of the
materials as high. The remaining 7 (15%) argued that the availability, usability and adequacy
level of the teaching materials was low. This indicates that the kindergartens should improve the
leaching materials, so that they will achieve the desired objective of the kindergarten program.

Table 3: Responses about KG Curriculum, Enrolment and Teacher-Child Ratio

Items Teachers
No %
1. Out of the following, which curriculum
materials/books do you use in your
a) Curriculum guide 5 11
b) Books/other materials prepared by the 25 53
c) Kindergarten teacher guide 10 21
d) Early childhood Education and Care 7 15
Total 47 100
2. How many children are assigned per teacher?
a) 20 to 30 12 26
b) 31 to 40 35 74
c) 41 to 50 -
d) 51 and above -
Total 47 100
3. At what age do you admit the children to your
a) at 2 -
b) at 3 11 23
c) at 4 36 77
d) at 5 - -
e) at all ages above - -
Total 47 100

36
Table 4 above, the first item purports to discover the types of curriculum materials the
kindergartens use. Accordingly, the majority 25 (68%) of them indicated that the kindergartens
were using the books and other materials prepared by their own kindergartens, while 10 of them
stated they were using kindergarten teacher guide. Therefore, it can well be deduced that the
majority of kindergartens in Bole Sub City are not using the curriculum materials that are in line
with the curriculum materials developed by MoE.
The teachers were also asked to present the specific ages at which the children are admitted to
the kindergarten program. Accordingly, 36 (74%) of the kindergartens admitted the children at
the age of 4, while only 11 of them said the children were admitted at the age of 3. In this regard,
Foster and Headley (1989) found out that the admission ages and the age ranges vary ::om
kindergarten to kindergarten ranging from 2-7, 3-6, 4-5, and 5-6 years of age.
N'o matter what the cultural demands of a society may be, it is safe to say that because of the
surprisingly patterned sequence of development common to all children, certain practices and
procedures can be evaluated in relation to the age range within the kindergarten schools (Foster
and Headley, 1989).
On the whole, the admission ages and the age ranges of the children in the kindergartens are in
keeping with the age range demanded by CYFWO (1993) and TGE (1994). Both of these
authorities demand all of the kindergarten schools in the country to cater for children of 4 to 6
years of ages.
An attempt was also made to know the number of children assigned per teacher. And so, the
majority 35 (74%) of the teachers indicated that the number of children assigned to each of them
ranged from 31 to 40, while 12 of the teachers said the number of children in their respective
class ranged from 20-30.
In fact, according to Hildebrand (1980), the teacher-child ratio in the kindergartens should not
exceed 1:22, so as to encourage daily interaction and friendly atmosphere among children, and
to provide them better learning experiences. In Ethiopian context, CYFWO (1993) and MoE
(1993) demand the teacher-child ratio in the kindergarten to be kept at or below 1:40. But, when
seen room the point of view of the education and care the young children need, even CYFWO's
and MoE's 1:40 is subject to debate.

36
Thus, it is more likely that teachers in the kindergartens understudy can hardly address the needs
and interests of each and every child. Furthermore, in a crowded class, children may resort to
juch aggressive acts as pushing, bumping, striking, and other similar undesirable manners.
Table 4: Responses on Kindergarten Teacher Training

Item Teachers
No %
1. Have you been trained as kindergarten teacher?
a) Yes 26 55
b) No 21 45
Total 47 100
2.1f your response to item # 1 above is ‘yes’, what was the
duration of the training
a) 3 months 4 9
b) 6 months 5 11
c)10 months 15 32
d) 10 months and above 7 15
e) No response 16 34
Total 47 100
3.Do you think the courses you were offered during the
training were adequate?
a) Yes 7 15
b)No 15 32
c) No response 25 53
Total 47 100
4. Has your kindergarten ever offered you continuous
professional development and training for teachers?
a)Yes 12 26
b)No 35 75
Total 47 100
5.Have you ever attended the in-service teacher education
and/or orientation courses after your employment at this
a) Yes 23 49
b)No 24 51
Total 47 100
6.Did you take the following courses in your pre-service
training program? If‘yes’ which one of the following?
a)Psychology and Child Development 24 51
b)Child Pedagogy 24
c)Basic Mathematical Concept 24
d)Environmental Science 24
e)Health and Hygiene 24
f)Children's Language and Play 24
g)Music and Body Movement 24
h)Drawing and Handcrafts 24
I) No response 23 49
Total 47 100

37
As to the necessity of training for kindergarten teachers, UNESCO (1982) asserts that a
kindergarten teacher who is well equipped with basic knowledge, principles, theories, and skills
bout early childhood education, child development and his/her accompanying needs and
interests will be in a better position to provide the child with the required education and care that
enhances his/her physical, social, emotional, and intellectual development. In fact, such
.knowledge and skills can better be achieved through pre-service, in-service, and/or on the job
short term orientation courses.

Furthermore, Feeney's et al (1987) argue that a long year experience alone, or a degree in
another field does not provide the knowledge about young children, about their developmental
needs, and about early childhood education curriculum, that are essential to effectively teach the
young children. Thus, it is in light of the above arguments about the necessity of training for
kindergarten teachers that the researcher has attempted to find out whether or not the
kindergarten teachers in Gelan Town was adequate and qualified to teach in their respective
kindergarten schools.

As can be learned from Table 5 above, 26(53%) of the teachers were trained as a kindergarten
teacher, while 21(47%) of them said they were not trained at all. Furthermore, when asked the
duration of their training, 15 (29%) of the teachers declared that they were trained for ten
months; 4 of the teachers claimed they were trained for three months; another 7 of the teachers
reported that they were trained for more than 10 months; and finally 5 of the teachers were
trained for 6 months.

However, 16 (47%) of the teachers did not respond to the question, as they were not trained at
all. So, it can be deduced that significant number 16 (47%) of these teachers are teaching in their
respective kindergartens without adequate knowledge and skills of early childhood care and
education. Such state of affairs will surely have adverse effects on quality of kindergarten
education.

With respect to the adequacy of pre-service training, 12 (35%) of the teachers said that their pre-
service training program would enable them to effectively execute their teaching duties and

38
responsibilities, while six of the teachers said it wouldn't. About 16 (47%) of the teachers did not

respond anything at all, as they were not trained as kindergarten teachers at all. Out of all
teachers, 15 of the teachers, who claimed that their pre-service training program was inadequate,
further noted that the training duration was too short to cover even the theoretical aspects of the
courses they were offered. As a result, they said, they were not engaged in the practical aspects
of the courses during their training. Moreover, Bizunesh (1983) has expressed her apprehension
that the three-month training in operation is inadequate to equip teachers with appropriate
knowledge and professional skills about the child development, care, and education.

As for whether or not the teachers had attended any in-service training courses and/or any
orientation courses after their assignment at their respective kindergartens, it was discovered that
the majority 24 (53%) of the teachers did not attend any in-service or orientation courses, while
23 (47%) of them indicated that they did so. It is, therefore, possible to assume that those
teachers who never attended either an in-service kindergarten training program or on-job short
term orientation trainings may be far adrift from the current theories, methods, principles, and
approaches of Early Childhood Care and Education. For one thing, in-service and short term
orientation courses are useful strategies for narrowing the gap created due to knowledge and
skills gap. As is depicted in Table 5 above, 24 (53%) of the teachers claimed that they studied
the courses listed in this table during their pre-service training, whereas 23 (47%) of the teachers
did not respond to the question posed, because they were not trained provided preservice
trainings as kindergarten teachers.

In fact, the courses offered are similar to the courses offered to the preschool teacher trainees in
many developed countries, such as Germany, France, England, America, etc. Austin (1976), for
instance, reports that in most Western countries, such courses as Psychology, child development,
theory and methods of kindergarten education, Mathematics, Hygiene education, Children’s
languages, Arts, and Family life and the like have been offered. On the whole, despite the short
durations of the training, the courses that these kindergarten teachers studied during their pre-
service training are those that are recommended by the researchers and scholars in the field.

39
 Table 5: Teacher-Parent Relationship in Kindergarten Program
Item Teachers
No %
1 .Is there any communications between parents and kindergartens
to support the objective of kindergarten?
a) Yes 40 85
b)No 7 15
Total 47 100
2.If your response is to item # 1 is “yes”, then which
communication channel does the kindergarten mostly use?
a) Meeting and discussions 17 13
b)Telephone calls 19 15
c) Face to face meeting with parents 27 21
d) Conferences - -
e) Letters 31 24
1) Communication books 34 27
g) Others - 100
Total
3.Do you think continuous communications and interaction
between children parents and kindergarten teachers are important?
a) Yes 47 100
b) No - -
Total 47 100
4.Do parents positively respond to the invitation made to them by
the kindergarten
a) Yes 40 85
b)No 7 15
Total 47 100

As presented in Table 6 above, the vast majority of teachers 40 (88%) have agreed that the
continuous communications between parents and kindergartens would play a significant role in
supporting the attainment of the objectives of kindergartens. As regards the channels of
communications the kindergarten mostly use to communicate with parents, the majority 34
85%) of them reported that they used communication books. However, communication books
were not the only channel of communications at these kindergartens, but also quite large -
umbers of the kindergartens were using the letters, face-to-face meetings, telephone calls, and
meeting and discussions as may be necessary or as deemed appropriate. During the interview
with KPPs, almost all KPPs argued that the variety of communications channels would create
various options for kindergarten teachers and parents to communicate very easily and whenever

40
they want to do so. In this regard, Marrison (1986) states that parents, who visit schools in which
their children learn, have a good opportunity to understand children, teachers and the entire
activity of the school. In this regard, the KPPs have argued that children perform better in school
their parents are involved in their education, as parents can contribute a lot to support their
kindergartens which help them get involved in their child’s learning.

Table 6: Adequacy of Kindergarten Environment, Equipment & Facilities

Item Teachers
No %
l.To what extent is your kindergarten environment suitable to
safeguard the health and safety of the children
a)High 18 38
b)Medium 20 43
c)Low 9 19
Total 47 100
2.Are the classrooms convenient to flexibly organize different
activities for children at different times?
a) Yes 21 45
b)No 26 55
Total 47 100
3.1s the number of children in your classroom manageable to treat
each child according to their interests and developmental needs?
a) Yes 35 74
b) No 12 26
Total 47 100
4.Are the following basic in-and out-door play equipment and
teaching materials available?
a) Ladders 15 32
b) Climbing frames 7 5
c) Merry-go-round 15 32
d) Slides 15 32
e) See-saws 7 5
f) Geometrical objects 30 20
g)Teaching materials for science. 35 23
h)Teacher guides, syllabus, children books, etc. 27 18
Total 100
5. Can items in question # 4 above achieve the desired objective?
a)Yes 15 32
b)No 32 68
Total 47 100

41
Table 7 above intends to find out whether or not the kindergartens in Bole Sub City are
operating in an adequate and attractive environment and if their equipment and facilities are up
to the standard both in qualities and quantities. The teachers were then asked to indicate the
extent to which the environment of their kindergartens was suitable to safeguard the health and
safety of the children. Accordingly, 20 (44%) of the teachers rated the suitability of their
respective kindergartens as medium, while 18 (38%) of them rated the suitability and quality of
the kindergartens as high. Nine of the teachers have rated the suitability of the kindergarten
environment and facilities to be low. Of 47 teachers, the majority 21(56%) have said the
classrooms were not convenient to flexibly organize different activities for children at different
times, while 21 (44%) have said the classrooms are convenient to flexibly organize different
activities for children at different times.
When asked why the kindergarten classrooms and playgrounds were less convenient to flexibly
organize different play activities, quite many teachers reasoned out that the kindergarten centers
were previously constructed for residences, and not for kindergarten schools. These
shortcomings were also confirmed by Assefa’s (2014) survey study that most of kindergarten -
classrooms he observed had inadequate space per child. The Ethiopian Early Childhood Care
and education Strategic Plan and the National Preprimary Quality Standard recommend 1.55
square meters of the classroom for any child in a given kindergarten school (MoE, 2010).

Item 3 of Table 7 above attempted to decide if the number of children in the kindergarten was
manageable to treat each child according to their interests and development needs. Accordingly,
:
5 (82%) of the teachers said that the number of children in their respective classrooms were
manageable to treat each child according to their interests and development needs. However, 12
of the teachers were of the opinion that the numbers of children in the kindergartens were not
manageable to treat each child according to his/her development needs and interests. Moreover,
item 4 of Table 7 above intends to check whether or not the basic in-and-outdoor play
equipment and teaching materials were available in kindergartens under study. Accordingly, 30
(88%) of the kindergartens had ladders; 25 (74%) of the kindergarten had geometrical objects;
27 (66%) of me kindergartens had teacher guides, syllabus, children books; 15 (38%) of the
kindergartens ad merry-go-round; 15 (35%) of kindergartens had slides; and three of
kindergartens had seesaws.

42
Finally, item 5 of Table 7 above wanted to know if basic in-and out-door play equipment and
teaching materials were adequate to achieve the desired objectives of the kindergarten program.
So, 25 (74%) of the teachers said there were shortages of the in-and-out door equipment and
facilities in their respective kindergartens. On the whole, there are critical shortages and
inadequacies of the kindergarten environment, equipment and facilities in the kindergartens in
Bole Sub City Administration of Addis Ababa.

Table 7: Parents’ Participations in the Management of Kindergarten

Item Respondents
Parents
N %
l.Do you actively participate in the planning and
a)Yes 19 58
b)No 14 42
Total 33 100
2.How frequently do you interact with the kindergarten
a) Once in a quarter 3 9
b) Once in a semester 11 33
c) Once a year 9 27
d) Every month 3 9
e) When serious problems occur. 7 22
Total 33 100
3.Do you think parents’ committee should evaluate the
contents of kindergarten program?
a) Yes 30 90
b) No 3 10
Total 33 100
4.If you think parents should support the kindergarten,
a) Providing the children required educational materials 20 61
b) Contributing materials other than school fees 3 9
c) Providing technical supports 10 30
Total 33 100
4. What is the main communication channel for
a) Letter to parents 4 18
b)Telephone call 13 38
c) Conference 1 3
d) Face-to-face discussions 9 26
e) Communication Book 29 85
Total

In item one of Table 8 above, attempt was made to check if the parents’ committees actively
participated in the planning and management of the kindergarten program. Accordingly, 19
(58%) of the parents said they had actively participated in the planning and management of the

43
kindergarten program while 14 (42%) said they didn’t.
Moreover, of all 33 parents committee respondents, eleven (33%) of the parents’ committee
members said they would meet with the kindergarten management once a semester; nine of
them said they would meet once a year; seven of them said they would meet when the need
arises; three of them said they would meet with the kindergarten every month; and the remaining
three meet with the kindergarten management once in a quarter. Also, when asked if the parents’
committees should evaluate and comment the contents of kindergarten program, the majority 30
<90%) of parents said they should evaluate and comment the contents of kindergarten program
while only three of them said they should not.

During structured interview held with all 7 available KPPs, almost all of them reported that
parents were allowed to participate in the follow up and evaluation of kindergarten program.
They, however, said that evaluating the contents and implementations of kindergarten program
was mainly the duty and responsibility of the kindergarten principals and that of the
kindergarten expert in Bole Sub City. When asked whether or not the kindergartens followed up
the academic performance of the children who graduated from their respective kindergartens
and then joined the nearby primary schools, almost all KPPs revealed that such practices were
non-existent in their kindergartens.

However, several authors have stressed the need and importance of follow-up and assessment of
kindergarten programs. Decker and Decker (1984) and McCarthy and Houston (1980), for
instance, argue that continuous follow-up and assessment result of educational practices in the
kindergartens can highly provide adequate explanations and reasons that are useful for the
policy makers, for the license issuing body or department, for the kindergarten administrators
and the teachers, for children parents, for funding agencies, and for the community at large.

The authors further noted that follow-up and evaluation activities of the children progress should
go beyond the kindergarten set-up to the mid-elementary level. It is also noted that the
responsibility to follow-up and/or assess the kindergarten programs within the kindergarten
settings and even beyond has to be discharged by the pertinent professionals of the program at
various levels.

44
By so doing, it is possible to preserve the good start, hope, and opportunities for the optimal all-
round development of children. Nevertheless, despite an immense benefit of follow-up and
evaluation activities for elevating the quality of the program in discussion, Addis Ababa
Education Bureau and Bole Sub City seem less committed, and thus have not lived up to its
expectation. So, because of such inefficiencies, the implementation of the kindergarten
curriculum prepared by the government has ultimately become debatable.

Item 4 of Table 8 above has asked the parents committees the ways in which they could support
the kindergartens if they wanted to. Accordingly, the majority 20 (61%) of parents’ committees
voiced that they would like to support in providing the children with the required educational
materials while 10 (30%) of them said they would want to support the kindergartens with
technical supports. Only three of the parents committees were willing to support the
kindergartens with material supports in addition to the school fees they were paying for their
children. During the structured interview held with kindergarten principals, all principals
reported that the prime source of financial and materials resources for the operations of
kindergartens were the tuition fees paid by the parents.

During the interview held with the KEE1 of Bole Sub City Administration Office, the KEE1
was asked if the Sub City Education Office had ever supported the kindergartens in any form.
Accordingly, the KEE1 responded that, let alone supplying the kindergartens with material
resources, the kindergarten team of the Education Bureau itself had faced critical shortage of
required material resources. The KEE1 further revealed that the materials that were highly
lacking were such current circular materials as kindergarten directives, guidelines, kindergarten
syllabus, teacher guides, children's books, and other related materials.
Moreover, KEE1 asserted that it was out of the purview of the zone education office to provide
material assistances for the kindergartens in general and private kindergartens in particular.
KEE1, however, noted that the Education Bureau and Education Offices would technically
assist the kindergartens during their visits. KEE1, however, added that the regional education
bureau and the town education office could not provide a professionally sound and sufficient
technical assistance mainly because there was no sufficient number of trained kindergarten
supervisors. Moreover, there was no distinctly marked budget allocated to carry out activities of
these types.

45
Hence, it can well be generalized that the kindergartens in Bole Sub City Administration have
highly been marginalized or almost devoid of technical or material supports from education
offices and other concerned parties. In fact, this is a good indication that the kindergarten
education is in no-man's land situation, where neither the government, the public nor any other
body in the country, region or towns are motivated to support.

Generally speaking, it can be inferred that not only do the parents committees of these
kindergartens want to participate in the planning and management of the kindergartens, but also
they want to evaluate and comment on the contents and the implementation modalities of the
program. Therefore, it can be deduced that the parent committees are highly devoted to support
the kindergartens if the kindergartens are ready to tap up the potentials available with the parents
committees.

Moreover, the opinions of the principals whether or not the parents' committees have effectively
and efficiently discharged their administrative responsibilities have also been elicited during the
interview. And so, all principals confirmed that the parents were effective and efficient in the
execution of their administrative duties and responsibilities. The parent’s committees were also
asked to choose from the list of the communication channels that the kindergartens usually used
to communicate with parents.
As regards the types of channels of communications used, the majority 29 (85%) of the
kindergartens said the communication books are the widely used means of communications; 13
of the parents said telephone calls were well used; nine chose to meet face-to face with
kindergarten administrators; four (18%) respondents were infavour of the letters sent to parents
via children and only one of the parents chose to use conference as good means of
communications with the kindergartens. In the structured interviews held with principals, almost
all principals labeled the discussions via telephones, face-to-face meetings and communication
books as their major media of communications. In fact, there are several other means of
communications for the kindergartens to communicate with children’s parents.

However, the kindergarten administrative and teaching staffs can choose one and use it
according to the demand of the situation. In discussion and meetings, for example, the
kindergartens and the parents can deliberate on issues, problems, and concerns of the

46
kindergarten program, and then come up with practical solutions. According to Allan (1988), for
instance, visits and conference, letters and excursions, parents' and staff parties, etc, are some of
the nice media to talk to the parents of the children.

As regards the frequency of discussions and meetings, some principals pointed out that they had
met and discussed once in three months, while others said they were meeting and discussing
twice in a semester, that is, at the beginning and end of a semester. Nevertheless, it is desirable
or both parties to meet and discuss more frequently than what is currently being practiced. If the
meetings and discussions are conducted more frequently than it is done now, then both parties
can assess the children's progress in the right time, and provide them timely corrective measures
in case there are problems.

Different authorities also wrote about the importance of active participations of parents
committees in kindergartens. Tirusew (1979), for instance, warns that lack of frequent
communication between parents and the kindergarten staff is more likely to cause child's
behavioral imbalance that can stem from different orientation at home and at a kindergarten
environment. For example, CYFWO (1993) states that such activities as coordinating the efforts
of sub-committees in the kindergartens, planning and implementation of the program, equipping
the kindergartens with required human and material resources, etc, should be carried out by the
kindergarten parents' committee. The same directives further state that the parents' committee
should also play key role in coordinating the efforts of children's parents and that of the
community at large in order to alleviate the problems or shortages of basic equipment and
facilities, if any.
Hence, it can well be concluded that kindergartens that attempt to unilaterally achieve their
objectives, or disregard the role of the parents' committee in the planning and implementation
process of the kindergarten program, can hardly achieve their objectives. On the whole, the
kindergartens whose parents' committees have been formed and are currently carrying out their
duties and responsibilities efficiently are perhaps better off in administrative activities than the
ones that have not been actively working with the parents' committees.

47
 Table 8: Adequacy of Kindergarten Environment, Equipment and Facilities
Item Respondents
Parents
No %
l.To what extent is the kindergarten environment suitable to
safeguard the health and safety of the children?
a) High 9 27
b) Medium 15 46
c) Low 9 27
Total 33 100
2.Are the basic in-and out-door play equipment available in
a) Ladders th KG ? 12 36
b) Climbing frames 3 9
c) Merry-go-round 15 45
d) Slides 11 33
e) See-saws 2 6
f) Geometrical objects 9 27
g) Teaching materials for science. 10 30
h)Guidelines, teacher guides, syllabus, children books, 17 52
Total
3.Are the items listed in question # 2 above adequate to
achieve the desired objective of the kindergarten program?
a) Yes 5 15
b) No 28 85
Total 33 100

Table 9 above intends to find out whether or not the kindergartens were operating in an adequate
and attractive environment. Accordingly, 15 (46%) of the parents rated the suitability of the
kindergartens as medium, while nine of them rated it as high. The remaining nine of them rated
the suitability of the kindergarten environment and facilities as low.

Moreover, item 4 of the same Table attempts to check the adequacy, the availability and the
types of in-and-outdoor play equipment and materials. Accordingly, out of 33 parents, only 12
(36%) of them said the kindergartens had ladders; only three of them said a climbing material
was available; fifteen of them said merry-go-round was available; twelve of them said slide was
available; and three of them said see-saws were available.

During the interview held with Gelan town KEE1, the KEE1 was asked whether or not the
education office conducted the adequacy and quality assurance follow up and evaluation on the

48
kindergarten environment, equipment and facilities. The KEE1 said that the education office
found it difficult to launch a sound follow-up and assessment program of the kindergartens
mainly 1) because there were critical shortages of trained human power in the field, and 2)
because the government did not allocate any defined budget system for the operations of such
programs.

Therefore, the education bureau and education offices, the KEE1 argued, could not conduct
quality evaluation activities that were worth employing either for decision-making or for
providing the right feedback for the kindergartens at the right time. In addition, the KEE1
commented that the contents of evaluation activities, usually done at the beginning of the
academic year, were limited to reporting some general problems of the kindergartens.

The KEE1 further reported that the evaluation reports were usually geared towards making sure
that the licensees had complied with the obligations they had signed to observe. It can, therefore,
be generalized that there is almost no systematic and coordinated follow-up and evaluation of the
kindergarten schools in Bole Sub City. In addition, when asked if the basic in-and out-door play
equipment and teaching materials were adequate to achieve the desired objectives of the
kindergartens, 28 (85%) of them said there were shortages of the in-and-outdoor equipment and
facilities in these kindergartens. On the whole, when seen in light of the above discussions, the
inadequacy of the in-and out-door play equipment and facilities is among the major problems
that usually hamper the quality of the kindergarten program.

Hence, it can well be generalized that the kindergarten curriculum centrally developed either by
MoE or Addis Ababa Education Bureau is not satisfactorily implemented in nearly all Bole Sub
City because of the critical shortages of centrally or regionally prepared teaching materials and
other current circular materials.

49
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary, conclusion, and recommendations.

5.1. Summary

The prime purpose of this study was to survey the Challenges of Implementing Kindergarten
Education Curriculum in Public Kindergartens of Bole Sub City of Addis Ababa, and then come
up with feasible recommendations that could help alleviate the problems identified.

This study involved all (7 ) public kindergartens in Bole Sub City of Addis Ababa. The total
number of kindergarten teachers (47), kindergarten principals (7), the members of parents
committees (33) and one expert of kindergarten education was altogether 89 persons.

The study followed a descriptive survey method. Two types of questionnaires were prepared in
Amharic. The first type of questionnaire was prepared for kindergarten teachers, and the second
for members of parents committees. Finally, the questionnaires were administered to 47 teachers
and 33 members of the parents committees. Roughly 94% of the teachers and 94.28% of parents
filled out and returned the questionnaires. In the course of the study, an attempt was made to
answer the following basic research questions.

1. To what extent was the kindergarten curriculum developed by the Ministry of Education
implemented by the kindergartens?
2. What are the major sources of financial and material resources for the operations of the
kindergartens?
3. To what extent were the physical plants, equipment, and facilities of the kindergartens
furnished to achieve the desired objectives of the schools?
4. What were the mechanism employed to follow-up and evaluate the educational practices of
the kindergartens?

50
At last, the study came up with the following major findings:
1) All principals of the kindergartens declared that their major sources of financial and material
resources were the school fees paid by children parents. But then, all principals asserted that
the parents committees participated in providing the kindergartens with useful technical and
professional advice. None of these kindergartens have tried to solicit funds from NGOs,
private business companies, humanitarian organizations and other like-minded agencies in
the country or abroad.
2) A little over fifty percent of the teachers were trained for the durations ranging from three to
ten months. The remaining significant percentage of teachers revealed that they were not
trained at all. The untrained teachers have been teaching in their respective kindergartens
without adequate knowledge and skills of early childhood care and education.

3) A little more than half of the kindergarten teachers reported that the classrooms were not
convenient to flexibly organize different activities for children at different times, as some of
the kindergarten plants were constructed for the purpose of residences from the very
beginning, and not for the purpose of kindergarten education program.

4) Most of the teachers revealed that there were critical shortages of the in-and-outdoor play
and teaching equipment and facilities in their respective kindergartens. In addition, the
teachers and parents confirmed that there were dire shortages of policy and curriculum
materials, such as kindergarten policy guidelines, directives, teacher guide, syllabus, children
story books and the like.

5) The majority of teachers did not attend any in-service or orientation courses. Moreover, most
of them said that the kindergartens were using the books and other materials prepared by their
own kindergartens. Besides, considerable proportion of the teachers indicated that the number
of children assigned to each teacher ranged from 31 to 40; which is large class size.
6) Large number of teachers, principals and children parents stated that the communication
books, telephone, face-to-face discussions, and letters were the most widely used means of
communications.
7) The bureau experts revealed that the follow up and evaluation activities, usually conducted at
the beginning of the academic year, geared towards making sure that the licensees had
complied with the obligations the kindergarten had signed to observe.

51
5.2. Conclusions

Based on the findings, the following conclusions were reached.

The relatively expensive monthly tuition fees that the parents are currently paying surely favor
only the minority of children that obviously belong to the economically better off family, and
exclude the majority of children from economically poor family background. The problem gets
worse for those parents who would like to send two or more children to such costly kindergarten
centers. Such state of affairs will eventually force the majority of disadvantaged kindergarten-
age children in Bole Sub City of Addis Ababa to remain at home.

The kindergarten teachers and principals have not been provided adequate preservice, in-service
or short term orientation trainings. Even those few teachers and principals who were trained for
three to ten months so long time ago are devoid of continuous professional development
opportunities. The failure to keep in touch with the rapidly changing world through constant
training and development will jeopardize the kindergarten education program. Unless they
rejuvenate their knowledge and skills through in-service and/or on job short time orientation
courses, then they can be far adrift from the new theories, methods, principles and approaches of
early childhood care and education.

The basic in-and out-door play equipment and facilities in almost all kindergartens in Bole Sub
City of Addis Ababa have been found inadequate both in quality and quantity. There are dire
shortages of policy guides, directives, curriculum guides, etc, as a result which quite many
teachers (kindergartens) highly stress only the academic aspects of the program. Such
malpractices and inadequacies will lead to a lop-sided (unbalanced) development of children,
and that will hugely count against the effective implementation of the kindergarten program.
With the current inadequacy and unavailability of the required teaching materials, playing
equipment and facilities, these kindergartens will be far from achieving their desired educational
objectives.
The government has not allocated adequate and distinctly marked budget to conduct purposive
evaluation of preprimary education subsector. Adequate number of kindergarten education
experts has not been assigned either. This implies that the kindergartens in Bole Sub City
Administration have been highly marginalized or almost devoid of technical and material

52
supports from education offices and other pertinent institutions. So, this is a good indication that
the kindergarten education is in no-man's land situation, where neither the government nor the
public are motivated to uphold.

In a nutshell, the serious drawbacks that have been identified during this survey research are
among the vivid indications that the kindergarten education in Bole Sub City of Addis Ababa
and even that of many other kindergartens in Addis Ababa City Government is in no-man’s land
situation.

5.3. Recommendations

Based on the findings and conclusions, the following recommendations are made.

1. Kindergartens in Bole Sub City of Addis Ababa are currently charging the parents
generally high amount of monthly tuition fees. Therefore, the Education Bureau of Addis
Ababa, Bole Sub City Administration, and all other concerned parties should join hands
to mobilize the public and build kindergartens which will operate under the auspices of
Addis Ababa Education Bureau and the Education Office of Bole Sub City
Administration, that will allow the disadvantaged children to attend the program with
reasonably low amount of monthly tuition fees, or even free of charge.
2. The Addis Ababa Education Bureau and Bole Sub City Education Office should arrange
workshops, seminars, symposia, conference, etc, that will augment the kindergarten
teachers, principals, investors and the like to enhance their knowledge and skills about
the benefits and importance of preprimary education subsector in general and the
kindergarten program in particular. On such occasions, the leaders of the kindergartens
and the teachers can be oriented as to why and how they can furnish the kindergartens
with some basic in-and out-door play facilities and teaching materials from the things in
their locality. A systematic supervisions and evaluation should also be launched to gather
feedback and provide timely support for the effective implementation of the kindergarten
program.
3. The kindergartens should also try to procure or purchase some salvaged materials, such
as tires, cartons, waste papers, etc, from factories and/or other service-giving
organization so as to furnish their kindergartens with additional play and teaching

53
 equipment and materials. The kindergarten principals or teachers should frequently
contact the government education offices to seek new ideas, teaching materials or
technical supports.
4. The kindergarten program should focus on play and recreational activities, physical
exercises, language development, observation of nature, creative arts, songs, stories, and
number works. The traditional practices of allocating much of the time to 3-R's should be
kept to a minimum. In other words, in addition to 3-R's, another 2R's (recreation and
relationship) should be stressed.
5. Private and community agencies should be assisted in the development and running of
the kindergarten schools. Such agencies could be assisted in the provision of land,
cheaper play equipment and teaching materials and the like. Moreover, the kindergartens
should try to solicit funds from NGOs, private businesses, humanitarian organizations
and other like-minded organizations in the country or abroad.

54
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Katz, L. G. & Chard, (2000). Engaging children’s minds: The project approach,
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Cambridge: Winthrop Publisher.
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MoE (1996). Educational Statistics: Annual Abstract. Addis Ababa: EMPDA.
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Ministry of Education (2013). Education Statistics Annual Abstract 20011/2.
Addis Ababa: Government of Ethiopia.
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Rudolph, M. and D.H. Cohen (1984). Kindergarten: A Year of Learning. New York: Appleton
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Sodhi, T.S. (1983). A Text Book of Comparative Education. New Delhi: Vikas.
Spodek, B. (1986).‘Preschool EducationAcademic American Encyclopedia. Connecticut:
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Suzanne and Kristine (2001):ZT/e early childhood curriculum'.Lawrence Erlbaum associates,
publishers mahwash, New Jersey Swami Nathan, M. (2000).The First Three
Years: UNESCO-UNICEF Cooperative Program. Paris: UNESCO.
Transitional Government of Ethiopia (1994/ Education and Training Policy. Addis Ababa:
EMPDA
UNESCO (1991a). Early Childhood Education. A world survey. Paris UNESCO.
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Bankok, UNESCO.
UNESCO (2013).Education Sector Technical Notes: Early Childhood Care and Education.
Paris, UNESCO. '
UNICEF (1990). Children and Development in the 1990’s. UNICEF Source Book. New York:
UNICEF.
Widmer, E.L.(2001 ).The Critical Years. Early childhood Education at the Crossroads.
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Addis Ababa

57
 ADDIS ABABA UNIVERSITY
COLLEGE OF EDUCATION AND BEHAVIORAL STUDIES
DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT

ANNEX A: QUESTIONNAIRE FOR KINDERGARTEN TEACHER

The purpose of this questionnaire is to gather data on the challenges of implementing
kindergarten education curriculum in Bole Sub City of Addis Ababa. The data to be gathered
through this questionnaire will be highly useful for the success of this study.

Therefore, you are kindly asked to fill out this questionnaire with your utmost honesty and
transparency. I’d also like to assure you that the information you provide will be kept
confidential and be used only for the purpose of this study. I would like to thank you so much in
advance!
Instructions
❖ Do not write your name on the questionnaire, please.

❖ After reading each question item, please put the “X” mark in the box provided.
❖ For question items which have no alternatives, write your responses briefly in the space
provided.

Part One: General Information

1. Name of Kindergarten _______________________________
2. Sex of the teacher A) Female B) Male
3. Age range of the teacher
A) 20 -25 B) 26-31 C) 32-37 D)38-43 E)43 and above
4. Education Background
A) BA/BSc/BuEd
B) 2 year college diploma
C) Grade 10 complete
F) Other _______________________________________
5. Total service years as kindergarten teacher A) 0 to 5 years B) 6 to 10 years C) 11 years and
above
6. Ownership of Kindergarten A)Public B) Government C) Private D) NGO

58
Part Two: Implementation of Kindergarten Curriculum
1. Of the following, which one is the aim of kindergarten curriculum?
A) Physical and motor development
B) Language development
C) Mathematical development
D) Explore, know, and understand the environment
E) Social and emotional development
F) Others (specify)___________________________________
2. The degree of contents of kindergarten curriculum to prepare children for primary level is A)
High B) Medium C) Low
3. Which areas of the program does your kindergarten highly stress?
A) Academic subject
B) Languages and academic subjects
C) Academic subjects, languages and plays
D) Physical and motor
E) Other ______________
4. Which one of the following teaching methods do you mostly use at your kindergarten?
A) Explanation, question and answer, and play.
B) Explanation, discussion and others.
C) Question and answer, play, learning by doing.
D) Explanation, question and answer, discussion, and play.
E) Explanation, question and answer, play, others.
F) Play and field trip.
G) All above listed types of teaching methods.
5. The Adequacy, Availability and Usability of Kindergarten Teaching Materials
A) High B) Medium C) Low
6. Which one of the following methods do you use to evaluate kindergarten children? (More
than one option is possible).
A) Testing
B) Observation
C) Class participation

59
 D) Writing and drawing Skills
E) Others ____________________________
7. Of the following, which curriculum materials/books do you use in your kindergarten?
A) Curriculum guide
B) Books/other materials prepared by the kindergarten
C) Kindergarten Teacher guide
D) Early childhood Education and Care
E) Specify others ________________________________
Part Three. Kindergarten Teacher Training
1. Have you been trained as kindergarten teacher?
A) Yes B) No
2. If your response to item # 1 above is ‘yes’, what was the duration of the training?
A) 3 months B) 6 months C) 10 months D) 10 months and above
3. Do you think the courses you were offered during the training sufficient?
A) Yes B) No
4.If your response to item # 3 above is ‘No’, then why not? _____________________
5. Has your kindergarten ever offered you continuous professional development and training for
teachers? A) Yes B) No
6. If your response to question # 5 above is ‘yes’, how frequent have you been offered the
trainings? __________________________________________
7. Is the pre-service kindergarten teacher training program adequate for your overall efficiency
and effectiveness? A) Yes B) No
8. Have you ever attended the in-service teacher education and/or orientation courses after your
employment at this kindergarten school? A) Yes B) No
9. Did you take the following courses in your pre-service training program?
A) Psychology and Child Development
B) Pedagogy
C) Basic Mathematical Concept
D) Environmental Science
E) Health and Hygiene
F) Children's Language

60
 G) Children's Play
H) Music and Body Movement
I) Drawing and Handcrafts.
10: If you didn't take the above listed courses, then list the types of courses you have taken in
preserve teaching other than those listed above.
A ) ______________________________________________________________
B ) ______________________________________________________________
C ) ______________________________________________________________
D ) ______________________________________________________________
E ) ______________________________________________________________
Part Four: Teacher-Parent Relationship in Kindergarten Program
1. Is there any communications between parents and kindergarten to support the objective of
kindergarten? A) Yes B)No
2. If your response is to item # 1 is “yes”, then which communication channel does the
kindergarten mostly use to communicate with parents?
A) Meeting and discussions
B) Telephone calls
C) Face to face meeting with parents
D) Conferences
E) Letters
F) Communication books
G.) Others specify ______________________
3. Do you think continuous communication and interaction between children parents and
kindergarten teachers is important? A) Yes B) No
4. If your response to item # 3 above is ‘No’, why not? ________
5. Do parents positively respond to the questions/invitation made to them by the kindergarten?
A) Yes B) No
6. What are the main roles played by the parents towards creating and enhancing the
smooth teaching and learning environment.
6.1. _________________________________________________________________
6.2. _________________________________________________________________
6.3 . ___________________________________________________________
6.4 . ___________________________________________________________
6.5. _________________________________________________
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Part Five: Suitability of Kindergarten Environment, Equipment, and Facilities
1. To what extent is your kindergarten environment suitable to safeguard the health and safety of
the children? A) High B) Medium C) Low
2. Are the classrooms convenient to flexibly organize different activities for children at different
times? A) Yes B) No
3. Is the number of children in your classroom manageable to treat each child according to their
interests and developmental needs? A) Yes B) No
4. Are the following basic in-and out-door play equipment and teaching materials available?
A) Ladders
B) Climbing frames
C) Merry-go-round
D) Slides
E) See-saws
F) Geometrical objects
G) Teaching materials for science.
H) Guidelines/directives/teacher guides, syllabus, children books, etc.
5. Are the items listed in item # 4 above adequate to achieve the desired objective of the
kindergarten program? A) Yes B)No
6. Please provide your general comments and suggestions about the state of
kindergarten education.
6.1. The current practices, opportunities and challenges faced by kindergarten.
6.2. Your suggestions/recommendations to overcome the challenges faced by kindergarten
education.

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 ADDIS ABABA UNIVERSITY
COLLEGE OF EDUCATION AND BEHAVIORAL STUDIES
DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT

ANNEX B: QUESTIONNAIRE FOR KINDERGARTEN PARENTS

The purpose of this questionnaire is to gather data from parents’ committees on the challenges
of implementing kindergarten education curriculum in Bole Sub City of Addis Ababa. The data
will be highly important for the success of this study.

And, you are kindly asked to fill out this questionnaire with your utmost honesty and
transparency. I’d also like to assure you that the information you provide will be kept
confidential and be used only for the purpose of this study. I would like to thank you a lot in
advance!
Instructions
❖ Do not write your name on the questionnaire.
❖ Put the “X” mark in the box provided, after reading each question item.
❖ For question items with no alternatives, please write your responses briefly in the space
provided.

Part One: General Information

1. Name of Kindergarten __________________________________________
2.Parent Age A)20-25 B) 26-31 C) 32-37 D) 38-42 E) 42 above
3.Parent Sex A) Female B) Male
4. Educational Background A) PhD B) MA/MSc C) BA/BSc
D) College Diploma E)10/12 grade complete F) Read and Write

Part Two: Parents’ Participations in Planning and Supervision of Kindergarten

1. Do you actively participate in the planning and management of kindergarten?
A) Yes B)No
2. How frequently do you interact with the kindergarten school management?
A) Once in a quarter B) Once in a semester C) Once a year D) Every month
E)when serious problems occur.
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3. Please briefly state the major responsibilities of kindergarten management committee.
3.1 . ______________________________________________________________
3.2 . ______________________________________________________________
3.3 . ______________________________________________________________

4. Do you think parents’ committee should evaluate and comment the contents of kindergarten
program? A) Yes B) NO
5. If you have responded ‘No’ to the question 4 above, why not?

6. If you think parents should support the kindergarten, in what way can that happen?
A) By providing the children required educational materials
B) By contributing money or materials other than school fees
C) By providing technical supports
D) Others

7. What is the main communication channel between kindergarten and parents?

A) Letter to parents through children
B) Telephone call
C) Conference
D) Face-to-face discussions
E) Others specify
8. Flow much tuition fee do you pay for your child/children per month? _______

Part Three: Parent-Teacher Relationship in Kindergarten Program

1. Is there any communication between parents and teachers to support the objective of
kindergarten? A) Yes B)No
1.1. Which communication channel does the kindergarten mostly use to communicate with
parents?
A) Meeting and discussions
B) Telephone calls
C) Face to face meeting with parents

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 D) Conferences
E) Letters
F) Communication books
G.) Others specify ____________________________
1.2. Do you think continuous communication and interaction between children parents and
kindergarten teachers is important? A) Yes B) No
2. If your response to item # 1.2 above is ‘No’, why not? _________________
3. Do you positively respond to the questions/invitation made to you by the kindergarten?
A) Yes B) No
4. Please state the main roles played by the parents towards creating and enhancing the

smooth teaching and learning environment in the kindergarten.

4.1 . ______________________________________________________________
4.2. ___________________________________________________________
Part Four: Suitability of Kindergarten Environment, Equipment and Facilities
1. To what extent is the kindergarten environment suitable to safeguard the health and safety of
the children? A) High B) Medium C) Low
2. Are the following basic in-and out-door play equipment and materials available in the
kindergarten compound?
A) Ladders
B) Climbing frames
C) Merry-go-round
D) Slides
E) See-saws
F) Geometrical objects
G) Teaching materials for science.
H) Guidelines/directives/teacher guides, syllabus, children books, etc.
I) Specify others _____________________________
3. Are the items listed in item # 2 above adequate to achieve the desired objective of the
kindergarten program? A) Yes B) No
4. What are your general recommendations to improve the current practices and overcome the
challenges of the kindergarten?

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 ANNEX C: STRUCTURED INTERVIEW FOR KINDERGARTEN PRINCIPALS

The purpose of this structured interview is to collect data from kindergarten principals on the
challenges of implementing kindergarten education curriculum in Bole Sub City of Addis
Ababa. The data to be gathered by this instrument will be highly important for the success of this
survey study.
Therefore, your utmost honesty, transparency and sense of professionalism are highly
appreciated. I’d also like to assure you that the information you provide will be kept confidential
and used only for the purpose of this study. The researcher would like to thank you a lot!
• Name of Kindergarten __________________
• Gender______________________
• Age of the Principals______________
• Educational Background _________________
• Ownership of Kindergarten ______________
• No of students ___________________
• No of Teachers ______ M ______ F _______

1) Do you think the kindergarten curriculum developed by the Ministry of Education being
implemented by your kindergarten?
2) To what extent the physical plant, equipment, and facilities of the kindergartens are furnished
to achieve the desired objectives of the kindergarten program?
3) How often do the supervisors from the Ministry of Education visit your kindergarten?
4) Do you follow up the academic performances of those children who have graduated from
your kindergarten and joined primary schools?
5) Provide your general comments and recommendations about the current practices, prospects,
opportunities and challenges of kindergarten education.
Thanks again!

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 ANNEX D: Interview with KG Expert at Bole Sub City Administration

The purpose of this interview is to gather data for the Kindergarten Education Expert on the
challenges of implementing kindergarten education curriculum in Bole Sub City of Addis
Ababa. The data will be highly important for the success of this study. And, your utmost honesty
and transparency is of paramount importance. I’d also like to assure you that the information you
provide will be kept confidential and used only to achieve the purpose of this study. Thanks for
your time!
Interviewees job title in the education office ________
Number of year of service in the current position _____
Educational Background _______________
Gender/Sex ____________
No of Public kindergarten in Bole Sub City ____________

1. What are the level of awareness of the local community about the objectives and benefits of
kindergarten education?
2. Does the Addis Ababa education bureau provide any technical, professional and material
supports for the kindergartens?
3. Do Addis Ababa education bureaus and the sub city education offices conduct the follow-up
and evaluation of the implementation of kindergarten education curriculum?

Thanks again!

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