International Journal of Scientific and Research Publications, Volume 6, Issue 2, February 2016 201

ISSN 2250-3153

The Challenges of Pre-primary Education Organized in

Primary Schools of Selected Districts of Jimma Zone
Temesgen Yadeta Dibaba (M.A)

Jimma University, College of Education and Behavioral Sciences, Department of Teacher Education & Curriculum Studies, Ethiopia

Abstract- The main purpose of the study was to investigate the considered as basic to children’s present state and later life
challenges of preprimary education provided in the primary (Woodfield, 2004)2.
schools of selected districts of Jimma zone. In so doing, Recognizing the crucial position of children in the future of
descriptive survey method was employed as an appropriate the society, preschool education becomes a point of common
methodology. Teachers teaching preprimary classes, primary concern in both developed and developing countries.
school directors, and pertinent experts from districts education Assumptions about its importance have led to rapid expansion of
offices, preprimary classrooms and outdoor play areas were used preschool institutions and in quality of facilities and services
as a source to secure relevant data. Simple random, available (Olatunji, 1990)3. Accordingly in Ethiopia, the issue of
and purposive samplings were employed. Questionnaire, preprimary education in the country is viewed as a component of
observation and interview were the main tools of data collection. a comprehensive services program for children. These can be
Both quantitative and qualitative data analysis techniques were seen from the government’s emphasis in Education and Training
employed. The findings revealed that implementing preprimary Policy (TGE, 1994)4 which states: ’Kindergarten will focus on all
education curriculum in the primary schools, provisions of round development of the child in preparation for formal
adequate classrooms and outdoor spaces, materials and schooling.’(Article, 3.2 and sub-article, 3.2.1). Besides, article
equipment supply and organization, acute shortages of 3.4 and sub-article, 3.4.5 states:
professionally skilled and competent teachers, and promoting Teachers starting from kindergarten to higher education will
effective partnerships with parents were the main challenges of be required to have the necessary teaching qualification and
preprimary education organized in all primary schools of the competency in the media of instruction through pre-service and
studied districts. In conclusion, preprimary education organized in-service training.
in primary schools in the studied districts had been a neglected Further, article 3.5 and sub-article, 3.5.3 states, ‘The
branch of education. It had never been considered as an integral language of teacher training for kindergarten and primary
part of formal education. And, not yet received due attention and education will be the nationality language used in the area.’
support it deserves. Among the study’s recommendations, the Moreover, Ministry of Education (MOE, 2002)5, guarantee
provision of curricular materials, teachers’ awareness raising, private individuals, non-governmental organizations, and the
organization of classroom and outdoor spaces, materials and community to run preprimary programs that can reduce the
equipment, assignment of qualified teachers, in-service training demands on the government scarce budgets and provide services
for teachers and strengthen the linkage between parents and for the society.
preprimary schools could be mentioned. Likewise in Oromia, based on the Education and Training
Policy of the country, the standard for the preschool has been
Index Terms- Preschool children, curriculum, education, in-door, adopted and serve as a cornerstone to guide basic issues that
out-door organization primary school preschool education should address in the region. Besides, the
government has been committed to address the issue of
children’s early years education through expanding not only
I. INTRODUCTION kindergartens but also by offering educational opportunity in the
formal primary school classrooms. Such being the case, there are
T he development of human resource is a basic pre-requisite
for nation building. Children constitute the most vital base of
human resource endowment. Children are the most valuable
a number of challenges associated with preprimary education
organized in primary schools of Jimma zone. Thus, this study
future citizens of the country. This realization has generated was intended to assess the challenges of preprimary education
immense interest and creative thinking in the field of child provided in primary schools in selected districts of Jimma Zone
development and education (Curtis, 1998)1. The provision of (Jimma town, Manna, Gomma and Kersa).
early childhood education in the organized preschool institutions
have gained a wide recognition that provide desirable educational Statement of the problem
experiences for children aged three to six. It is believed to lay the The quality of experiences in the early years, will impact the
foundation for children to develop fully and contribute to their quality of later life. The initial life experiences may enhance, or
communities in ways that foster economic growth, social retard future development (Chowdhury, & Choudhury, 2002)6.
stability and prosperity. If the foundation is firmly built, then it is By providing a wide range of educational experiences to young
as sound base to benefit both the individuals and the society. children, preschool education, builds background experiences
Thus, satisfying school experiences during early years are that will promote the later attainment of academic, social, and
life skills (Butler, 2001)7.

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In Ethiopia, the demand for preschool education has • describe extent to which parent-school relationships
increased due to the growing recognition that the program can were maintained to assist preprimary school children’s
contribute to all aspects of children’s development. learning.
Consequently, the issue of preschool education was given • suggest some possible means and ways for further
important place in the Education and Training Policy of the improvement of the situation of preprimary education in
country to address the needs of preschool children. Based on the the primary schools.
policy, in Oromia, kindergarten education as the first formal Significances of the study
setup along the educational pathway is acknowledged to benefit The findings of the study would be significant in the
children aged four to six. However, in reality it becomes difficult following ways.
to have all preschool aged children access to kindergartens 1. To improve the quality of services offered to children
education. As a result, a preprimary education has been attending preprimary education in the primary schools.
organized in the formal primary school classrooms. The 2. To inform school administrative bodies those areas that
justifications for the organization of preprimary education in the seek attention to enhance preprimary education in the primary
primary school classrooms is to bridge the gap between home schools.
and formal school life into which children will enter later. It is 3. To increase the awareness of different levels of education
also intended to prepare children to start formal school life and authorities, such as the districts and zone education offices to
promote academic achievement in schools ahead. ensure that at least minimum levels of program quality in
Though studies are hardly exist in the area, primary school preprimary education is maintained in the primary schools.
classrooms observation in Jimma Zone reveals, various 4. To strengthen parent-school relationships to improve
challenges associated with preprimary education that calls for preprimary school children’s learning.
attention. Hence, early intervention is vital. Therefore, the 5. To serve as a springboard to conduct further and detailed
analysis of the current practice of preprimary education research in the area of preprimary education provided in the
organized in primary school classrooms will serve as an primary schools in the region as a whole.
important source of knowledge and direction for further
improvement of the situation. Hence, this study was intended to Materials and methods
investigate the challenges of preprimary education organized in Research design
the primary schools of selected districts of Jimma Zone (Jimma In order to get relevant and sufficient information on
town, Manna, Gomma and Kersa). In so doing, study would research problem, mixed research design (quantitative and
answer the following basic research questions. qualitative design was used). To this effect, a descriptive survey
1. How far the curriculum of preprimary education was method was employed as an appropriate methodology. The
implemented as recommended in the primary school classrooms? method was selected because it could investigate adequately the
2. How far the classrooms and outdoor spaces organization challenges of preprimary education provided in the primary
in the primary schools were conducive for children attending school classrooms in selected districts of Jimma Zone so that the
preprimary education? intended purpose would be achieved.
3. To what extent the materials and equipment of minimum
requirements were available in the primary school for children Data sources
attending preprimary education? The main source of data for the study consisted of teachers
4. Did teachers have the required professional competence teaching preprimary, primary school directors, and pertinent
in the area of preprimary education? experts from districts education offices. In addition, preprimary
5. To what extent parent-school relationships were classrooms and outdoor play areas were used as a source to
maintained to assist preprimary school children’s learning? secure relevant data. Moreover, relevant national and regional
education policy documents were used as cornerstones of
Objectives of the study references of information for the study.
General objective: -The study was intended to investigate Sampling techniques
the challenges of preprimary education provided in the primary In order to obtain adequate samples for the study simple
schools of selected districts of Jimma Zone. Specifically the random and purposive samplings were employed. Simple random
study was designed to: sampling was used to obtain primary schools providing
• find out the extent to which the curriculum of preprimary education that were included in the samples. This was
preprimary education was implemented in the primary done by listing their names and drawing the required sample
school classrooms. using lottery technique. Hence, twenty-three primary schools
• identify the suitability of classrooms and outdoor spaces were selected as sources of data. Besides, thirty-five teachers
organization in the primary schools for children teaching primary schools were made to fill the questionnaire.
attending preprimary education. Purposive sampling was used to select informants such as
• assess the availability of materials and equipment of primary schools directors, and districts education offices experts
minimum requirements for children attending due to their close duties and responsibilities they hold in the area.
preprimary education in the primary schools. Accordingly, ten directors and four districts level experts were
• examine the professional competence of teachers in the interviewed. Further, thirteen classrooms and play areas were
area of preprimary education. observed on purposive basis.

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Data collection instruments Data presentation, analysis and discussion

Both quantitative and qualitative instruments of data The data collected through close-ended questionnaires were
collection were used to collect data for the study. These consisted presented in tables for each case, and analyzed using percentage
of questionnaire, observation and interview. Multiple instruments followed by relevant discussions. Besides, qualitative data were
were used to check the consistency of information and to gather used to supplement and explain quantitative data whenever
supplementary ideas, which would never be obtained by one necessary. This had been done under four main themes/headings.
means. These were the extent of preschool curriculum implementation,
Data analysis adequacy of classroom and outdoor spaces, materials and
In order to conduct the analysis of data, descriptive equipment, and its organization, adequacy and professional
statistical analysis such as percentage followed by descriptive competence of preprimary teachers and the extent of parent-
statements was used. The data collected through close-ended school relationship to assist children’s learning in the primary
questionnaires were summarized in tables and analyzed using schools.
percentage followed by descriptive statements. In addition,
qualitative data collected through interviews, open-ended
questionnaire and observation were analyzed using narration and 1. The extent of preprimary curriculum
the summary of the words of respondents. Finally, summary, implementation in the primary schools
conclusions and recommendations was made. 2.
1.1. The main objectives of the curriculum

Table 1: The main objectives of the curriculum in the schools

Respondents in
Objectives of the curriculum No. %
Social development 5 14.3
Intellectual development 19 54.3
Physical development 8 22.8
Emotional development 3 8.6

As indicated in table 1 above, the great majority of

respondents 19 (54.3%), selected intellectual development Types of document Alternative Responses in
followed by physical development 8 (22.8%).Small number of No. %
respondents 5(14.3%) and 3(8.6%), selected social and emotional Syllabus Available 3 8.6
development respectively. This show that intellectual of children
Not available 32 91.4
was more targeted at in the studied primary schools. Whereas,
physical, social and emotional developments of children were Teacher’s guide Available - -
least emphasized. Besides, the interview conducted with school Not available 35 100
directors, made clear that greater attention given to the Physical Education Available - -
intellectual and physical development of children than the rest. Not available 35 100
The evidence given was to prepare children for primary
education. The objectives of preprimary education should not be As indicated in table 2 above, the great majority of
limited or narrowed to intellectual development alone to prepare respondents 32(91.4%) indicated the absence of syllabus in their
children for primary education. Such emphasis may be schools. Only 3(8.6%) of the respondents indicated the presence
academically effective but may constrain the child’s of syllabus in their schools. The responses revealed that syllabus
development in physical, social and emotional areas. Thus does not exist in most of primary schools. Besides table 2, shows
emphasis to all areas will provide rich experiences in living and the absence of teacher’s guide and student textbook. Respondents
learning. Therefore, the objectives of the curriculum lack focus were asked to write what curricular materials they use in the
on social and emotional development of children. The lack of absence of these documents. They said that primary school grade
balance to address the social and emotional development of one syllabus, teacher’s guide and textbooks had been used. In
children in the studied primary schools, might lead to lack of addition, during the interview the directors underlined the acute
harmonious development of children’s personality. Although, the absence of curricular materials. The absence of these essential
nature of balance is a key focus of debate, many early years curricular materials such as syllabi, teacher’s guide, and related
educators appropriately highlight a holistic nature of young materials that serve as a cornerstone to guide children’s
children's development. education were scarcely available in most kindergartens. The
lack of essential curricular materials might make teachers to rely
1.2. The availability of preprimary school curricular on personal whims in formulating objectives, selection of
documents contents, methods, and assessment procedures. Nevertheless,
mere personal impressions could not meet the demand of
Table 2: The availability of preprimary school curricular preschool education. It is clear that curricular documents should
documents match the diverse nature of the learners. However, the data

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revealed that primary schools had been using curricular and 4 (11.4%) selected environmental science, and physical
documents which were beyond the maturity level of the children. education respectively. This demonstrates that the contents of
This had little pedagogical significance. preprimary education in the studied primary schools were
emphasized on languages and mathematics. Whereas, emphasis
1.3. The emphasis of the contents of the curriculum in the areas of physical education, environmental science, and
aesthetic and creative were low.
Table 3: The emphasis of the contents of the curriculum In the studied primary, greater schools emphasis was placed
on languages and mathematics. In fact, introducing children to
Area of learning Responses in letters, numbers, and other language skills will give them easy
No. % entry into primary school. But, when preprimary education are
Aesthetic and creative 6 17.1 much concerned with the teaching of specific subjects, it may
Environmental Science 5 14.3 lead to lack of building background experiences that will
Mathematics 7 20 promote the attainment of academic, social and life skills. As a
Languages 13 37.2 result, the content of the school curriculum lack a broad base of
Physical Education 4 11.4 emphasis on experiences and activities with exposure to a variety
of areas to build a firm foundation for later knowledge, attitudes
As indicated in table 3 above the great majority of and skills of children in the studied primary schools.
respondents 13 (37.2%), selected languages followed by
mathematics 7 (20%). Some respondents 6 (17.1%) selected 1.4. The most commonly used teaching methods
aesthetic and creative. Small number of respondents 5 (14%),
Table 4: The most commonly used teaching methods

Respondents in
Teaching method No. %
Explanation 18 51.4
Question and answer 8 22.9
Discussion 4 11.5
Play 5 14.2
Field trip - -
Learning by doing - -
Role Playing - -

As shown in table 4 above the majority of respondents responsibility, consideration, tolerance and respect for the right
18(51.4%), indicated explanation, followed by question and of all others.
answer 8 (22.9%). Some respondents 5(14.2%), and 4(11.5%) On the other hand, in most of the studied primary schools,
indicated play and discussion respectively. This shows that teacher directed attempt dominate rather than child-initiated
explanation, and question and answer were the most commonly learning that is the education of preprimary school children. The
used teaching methods in most of the preprimary education in the trends seem to become more academic and structured through the
studied primary schools. Whereas, the rest methods were use of more books or specific instructional activities intended to
ignored. Besides, during observation the researcher witnessed in improve children’s achievement in first grade depending solely
most classrooms more direct teaching and specific academic on prescribed material. But, one must be sure that verbal
instruction with emphasis on telling, reading, showing and asking explanation or description does not make much sense to
than the use of other methods. Questions flow from the direction preschool children. Because, at this stage children learn more
of teachers only. Children were not encouraged to ask. Individual from what they can see, hear, feel and do for the fact that the
and cooperative learning were less observed. Children were more senses brought into use, the greater the amount of learning
never included in all activities to the best of their abilities. The that take place.
use of techniques which foster motivation and engagement were It is clear that factual information does not ensure the kind
less observed. Further, the interviewed directors agreed to the of experiences needed for young children in a world of
dominance of explanation, and question and answer; for the lack continuous change. Children need to have a foundation how to
of teaching materials, absence of assistant teachers, lack of understand concepts, apply skills, solve problems, work
knowledge on the part of teachers how to teach young children. cooperatively, and take responsibility for their learning. Thus, the
Hence, the use of child directed methods like play, discussion, current more reliance on explanation and question and answering
role-playing, field trip and learning by doing provide methods more of teacher directed in the studied primary schools,
opportunities for first-hand experiences, activities, discovery, less guarantee to lay firm foundation for children.
exploration, experimentation and multi sensory approaches. 1.5. Utilization of instructional materials by teachers
These methods promote independence, cooperation,

Table 5: The degree of instructional materials utilization by teachers

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Respondents in
Degree of utilization No. %
Always 16 47.7
Sometimes 19 52.3
Not at all - -

The above table 5, shows the majority of respondents 19 The utilization of appropriate instructional materials provide
(52.3%), slightly more than half replied they use instructional opportunities for children to broaden and deepen their knowledge
materials utilization sometimes. Whereas, the rest respondents and understanding. Instructional materials support children’s self
16(47.7%), said they use instructional materials always. This initiated learning, stimulates interests, awareness and
implies, they use instructional materials sometimes in most of the imagination. Consequently, the utilization of proper instructional
studied primary schools. However, direct classroom observation materials by teachers in the schools enhances the effective
indicated the researcher, acute shortage of materials and implementation of the curriculum. Thus, the teachers’ attempt of
teachers’ dependency on picture reading, sound-letter utilizationing instructional materials seems to be hampered by
association, letter naming and word discrimination from books, acute shortage of essential materials in the schools.
written on the sheet of papers or blackboard. Besides, most of the
interviewed directors were never denied the critical shortage of 1.6. The most commonly used assessment techniques
instructional materials in the schools.

Table 6: The most commonly used assessment techniques

Respondents in
Assessment technique No. %
Test 11 31.4
Observation 6 17.1
Class Participation 6 17.1
Daily attendance 7 20
Writing and drawing work 5 14.2

As depicted in table 6 above the majority of respondents attendance and class participation, provide partial information
11(31.4%), selected test as the most commonly used assessment about children’s performance. For, it never takes into account the
technique followed by daily attendance 7(20%). Class activities of young children, which are equally important in the
participation and observation each accounted equally 6(17.1%) outdoor environment. As a result, it lacks validity and reliability
by respondents respectively. Small number of respondents 5 to identify the interests, needs, and problems of children so that
(14.2%), selected writing and drawing work of children. This appropriate indoors and outdoors activities to individuals and
indicates that test was the most commonly used assessment groups of children, will be planned and provided. Therefore,
technique followed by daily attendance. In contrast, observation, appropriate assessment techniques that provide complete picture
class participation, writing and drawing work of children, daily of children both in the classroom and outdoor environments were
attendance and observation were the least used techniques of not used in most of the studied primary schools in the education
assessment in most of the studied primary schools in the of preprimary children.
education of preprimary children. Further, the use of observation
results in more accurate findings and does not threaten the child’s 1.7. The most commonly used children’s record keeping
sense of safety and active exploration. Formal tests do not fit the system
nature of young children. In addition, more reliance on test, daily

Table 7: The most commonly used children’s record keeping system

Responses in
Types of record No. %
Anecdotal 3 8.6
Admission 4 11.4
Daily attendance 28 80

As revealed in table 7 above, the great majority of anecdotal record. This shows that daily attendance was the main
respondents 28(80%), indicated the use of daily attendance. record keeping system mostly used in the studied primary
Some of the respondents 4(11.4%), indicated admission record, schools in the education of preprimary children. Besides, it was
and very small number of respondents 3(8.6%), indicated also observed by the researcher that in all daily attendance and

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admission record were the only available records about the child. admission records, which provide a very little information about
Daily attendance was used for checking regular attendance of the child and that never, reflect a complete picture of the child.
each child. While admission record, was used for registration The habit of compiling and using records for academic guidance
each child in to the school. Besides, records for each child and to share concerns with parents was not practiced. Therefore;
containing all significant data, concerning assessment, appropriate records containing reliable, accurate, and well
educational plans, special reports and records of progress less organized information were not kept in the education of
prevail. preprimary children in the studied schools. The lack of which
Further, most of the interviewed directors admitted the might make difficult to provide academic guidance, to share
inadequacy of keeping record for each child. The rationale concern with parents, and to achieve continuity in the children’s
behind were the lack of know- how on the part of teachers that educational progress.
made keeping appropriate record for each child difficult in the
school. In the studied primary schools were not accustomed to
keep appropriate records of children’s progress in order to have II. ADEQUACY OF CLASSROOM AND OUTDOOR SPACES,
information ready to transfer with child from year to year. An MATERIALS AND EQUIPMENT, AND ITS ORGANIZATION
individual profile, which includes pertinent information about the 2.1. Adequacy of classroom space, materials and equipment
child’s performance in the curriculum areas, estimates of social and its organization
and emotional adjustments, family background and examples of
his/her work were not available. They use daily attendance and

Table 8: Classroom space, materials and equipment and its organization

Responses
Item Adequate Inadequate Non-existent
No. % No. % No. %
Space provided per child 9 25.7 26 74.3 - -
Organization of activity centers - - 3 8.6 32 91.4
Supply of materials in the centers - - 5 4.3 30 85.7
Arrangement of materials - - 7 20 28 80
Access for utilization - - 6 17.1 29 82.9
Tables, chairs and shelves 2 5.7 33 94.3 - -

The first item in table 8 above reveals classroom space teachers and children to work with satisfaction. This in turn
provided per child. Then, the majority of respondents 26(74.3%), affects the proper achievement of the objectives of the program.
judged classroom space provided per child was inadequate. The Regarding the organization of activity centers or corners in the
remaining number of respondents 9(25.7%), said adequate. This classroom, table 8 indicates, the great majority of respondents 32
shows that the inadequacy of classroom space provided per child (91.4%), judged the organization of activity centers as non-
in most of the primary schools. Besides, as observed by the existent. The rest very small number of respondents, 3 (8.6%),
researcher, the problem of classroom space differs from school to judged it as inadequate. This reveals that the organization of
school. In some schools such as Hermata, Yebu and Ras Dasta activity centers in most of primary schools non-existent.
large number of children over sixty (60) was observed attending Table 8 also depicts the supply of materials in the centers,
their education. While, in some schools such as Buture and non-existent, for the vast majority of respondents 30(85.7%),
Garuke the rooms were not primarily built for classroom judged it. Only small number of respondents 5(14.3%), judged it
purpose. They were built initially either for office or other as inadequate. This indicates the supply of materials in the
purposes but used as classroom for education of preprimary activity centers in the primary schools was on-existent. The
school children. Amazing in Agaro No. 2 instructional resource researcher also witnessed the fact that in observed primary
centre was used as a classroom. As a result, the classrooms were schools, there were no clearly defined activity centers. Materials
so much compacted and unable to accommodate children. of all sorts such as literary, manipulative, construction, aesthetic,
In the studied primary schools, the classroom space provided per creative and natural materials were lacking. The only available
child was under sized resulting in crowded class either due to materials were; limited number of charts, and small mounted
large number of children in each class above the standard or pictures hang-up or posted on the wall. The habit of collecting
small size of classroom below the standard to accommodate natural objects easily available from local environment was
children. Therefore, it is evident to say that the classroom space minimum. Directors were also interviewed, and they reacted; to
under which both teachers and children work, greatly affects the the financial constraints to supply it with required materials, lack
success of the objectives of the program. Likewise, based on the of interest and know how on the part of teachers to organize the
responses obtained most of the studied primary schools were centers.
unable to provide appropriate classroom working space for the There is no doubt that organization of activity centers and
group of children attending. This likely to limit, children’s supply of adequate materials and equipment in the centers, are
attending and engagement in tasks and creates tensions for both crucial aspect in determining the effectiveness of preschool

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program. It provides ample opportunities for children to gain free movement seems difficult. Therefore, the arrangement of the
experiences and skills in handling materials, try out and develops materials available could not provide easy self serving approach
their creative and explorative urges, discover and test in the studied primary schools.
possibilities of learning that promote the attainment of the The last, but not the least, worth considering in classroom
objectives of the program. organization was the availability of child-sized tables, chairs/
Indeed, the use of carefully resourced activity centers in the benches and shelves. Table 8, depicts where the majority of
classroom promotes the attainment of the objectives of the respondents 33(94.3%), judged tables, benches and shelves as
program. On the contrary, the lack or absence, as in the studied inadequate. The rest number of respondents 2 (33%), judged it as
primary schools, undoubtedly, can retard or inhibit the attainment adequate. This reveals, in most of the studied primary schools,
of objectives of the program as recommended. In general, based chairs/benches, tables and shelves were inadequate. Besides, it
on the results, it would be possible to infer that the organization was observed by the researcher, that in almost all primary
of activity centers and the supply of materials and equipment schools a single bench was shared among three or four children
almost all primary schools were inadequate. This being the case, that were prepared for primary school students. Besides, the
most children were undoubtedly, unfortunate to have wide benches and tables were not appropriate in relation to
opportunities for first-hand experiencing, discovery, exploration, developmental level of children and not comfortable for use.
experimentation and the use of multi sensory approach. Further, Exceptions were noted in Mendera where children were provided
it hampers effective use of appropriate teaching methods and with chair, proper height to children.
assessment techniques, limits the roles of teacher and children as In order to meet the needs of young children in the
well as proper implementation of the curriculum. preprimary education, calls for appropriate kinds of equipment,
As to an orderly arrangement of the available materials and which are essential for the program. Tables, benches / chairs and
equipment in the classroom, table 8 shows, most respondents shelves must be selected to meet the needs of kindergarten
28(80%) judged the arrangement was non-existent. While, the children. They must afford an opportunity for children to sit and
remaining number of respondents 7(20%), judged it as work comfortably. The equipment needs to be suitable for use
inadequate. This shows that the available materials and and adequate for the group of children attending. The inadequacy
equipment in most schools were not arranged properly. of the equipment, as in the most of studied primary schools,
Related to an orderly arrangement of materials and tends usually to create discomfort and fatigue, which invite
equipment table 8 reveals, access to the utilization of the children to lack of attention and concentration to their own
available materials and equipment was found to be inadequate learning. It would also open the door for the occurrence of
for the majority of respondents 29(82.9%) judged it as non- misbehavior. Therefore, appropriate child-sized tables, chairs/
existent. The remaining 6(17.1%) of respondents judged it as benches, and shelves were inadequate in most of the
inadequate. This reveals access to the utilization of the available kindergartens for the children’s attending in the centers. The
materials and equipment in most schools was either non-existent inadequacy might hamper the achievement of educational
or inadequate. It was also observed by the researcher, that the objectives intended in these kindergartens, as recommended.
scarcely available literary materials, toys, and equipment in very
limited schools were not arranged by types of activity, concepts, 2.2. Organization of outdoor space, materials and equipment
and sequentially. These were placed at one corner of the room.
Chairs / benches and tables were arranged in rows, even though

Table 9: Outdoor space, materials and equipment and its organization

Responses
Item Adequate Inadequate Non-existent
No. % No. % % %
Outdoor space and playground 10 28.6 25 71.4
Safety condition 9 25.7 26 74.3
Supply of equipment 3 8.6 32 91.4
Selection of equipment 2 5.7 33 94.3
Arrangement of equipment 5 14.3 30 85.7 - -
Durability of equipment 7 20 28 80 - -

Regarding outdoor space and playground, table 9 indicates, most of primary schools was not adequate for the preprimary
the majority of respondents 25(71.4%), judged outdoor space and children. As observed by the researcher, except for Mendera
playground as inadequate. Whereas, the remaining number of there was no separate play ground the available for preprimary
respondents 10(28.6%), judged it as adequate. Besides as to, the school children. The safety conditions were also poor for broken
safety conditions of playground, the majority of respondents parts; stones, end edges and other unnecessary materials were
26(74.3%), judged its safety as inadequate. Whereas, the found occupying many spaces. Further, directors were
remaining number of respondents 9 (25.7%), judged it as interviewed and explained the reason for inadequacy of outdoor
adequate. The responses obtained show that outdoor space and space. Then they said that there was lack of clear direction for
playground as well as its safety conditions were inadequate in the organization of separate play ground. They had admitted, the

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problem of safety conditions was due to lack of attention from constraint. So the supply and selection of outdoor play materials
the schools. and equipment were not adequate. As a result, children might be
It is evident that outdoors space and playground as well as found in depressed situations to have their individual and group
its safety have been identified as a powerful tool for play and interests for play never met. This might affect adversely
development of children. The range and qualities offered can children’s opportunities for developing a wide range of social
have significant impact on children’s opportunities for learning. skills, physical coordination and mental discipline as well as
Ideal equipment and materials are of little value without adequate competence.
playground and if children do not feel emotionally safe and
relaxed to explore and move around freely. Hence, there should As to the arrangement of the available outdoor play
be plenty of open space and playground with physical and materials and equipment, table 9 depicts, the greater number of
psychological safety and security for children. Since, children respondents, 30(85.7%) judged the arrangement as inadequate.
need to be protected from danger. Such being the case, the lack Whereas, the remaining number of respondents 5(14.3%), judged
of adequate outdoor space and playground as well as its safety, as it as adequate. Concerning durability of the available outdoor
in most of the studied primary schools, limit children’s play materials and equipment, table 10 shows the great majority
opportunities to investigate and explore their environments; to of respondents 28(80%), judged the durability as inadequate. In
learn to live with peers, to interact freely with materials and contrast, the rest number of respondents 7(20%), judged it as
equipment available. Therefore, the outdoor space and adequate. The responses revealed that both the arrangement and
playground as well as its safety found to be inadequate in almost durability of the available outdoor play equipment were
all primary schools. This would limit children’s possibilities for inadequate in almost all primary schools. It was also observed by
play, to exercise and develop physical skills, to build self- the researcher, the outdoor play materials and equipment was not
confidence, and competence, which are the main goals of available outside. It is known that the arrangement and durability
preprimary school education program. of outdoor play materials and equipment can stimulate play.
With respect to the supply of outdoor materials and When each item is durable children can use it without fear for
equipment, table 9 reveals, almost all respondents 32(91.4%), longer time. When equipment is placed properly children can
judged the supply non-existent. The rest respondents 3(8.6%) play without interfering with other play group. In addition,
judged it as inadequate. In the same vine, table 9 also indicates proper arrangement can make possible for the teacher to give
where the vast majority of respondents 33 (94.3%) judged the help when help is needed and to carryout effective supervision.
selection of outdoor play materials and equipment as non- Therefore, the arrangement and durability of the outdoors play
existent. While, some respondents 2 (5.7%), judged it as materials and equipment was found to be inadequate in most
inadequate. In both cases, the responses indicated that the supply schools.
and selection of outdoor play materials and equipment as
nonexistent or were inadequate. Direct observation of playground
by the researcher, also justified the critical shortage and lack of III. ADEQUACY AND PROFESSIONAL COMPETENCE OF
selection of play equipment in the kindergartens. Equipment of TEACHERS FOR PREPRIMARY CLASSES
minimum essentials like balance, tricycle, crawling tunnels, 3.1. Teacher’s assignment in to preprimary classes
climbing frames, swinging, etc. were not available in almost all
schools. In addition, the interviewed directors never denied the
acute shortage of outdoor play equipment, but raised budget

Table 10: Teacher’s assignment in to preprimary classes

Respondents in
The system of assignment No. %
Voluntary assignment 6 17.1
School administration forced school assignment 29 82.9

As shown in table 10 above the great majority of teachers Most teachers were assigned to teach preprimary children
29(82.9) were assigned to teach preprimary school children by without their interests. It is known that the teacher is a key
school administration. Only 6(17.1%) of teachers were assigned person in teaching-learning process. Particularly, teacher’s
to teach in the preprimary classes based on their interests. interest play vital role to the success of school program.
Respondents were required to write the reason for their 3.2. Training of teachers
assignment. Most of them said that the school administration
assigned them as demotion due ascribing to lack of efficiency.

Table 11: Teachers’ training for preprimary education

Have you been trained? Responses in

No. %
Yes 2 5.7

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International Journal of Scientific and Research Publications, Volume 6, Issue 2, February 2016 209
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No 33 94.3

As indicated in table 11 above, most of the respondents identify the availability of opportunity for in-service training and
33(94.3 %), were not trained for preprimary education. Only 2 refresher courses respondents was asked.
(5.7%) had training in preprimary education. This reveals that
almost all the teachers in the assigned to teach preprimary 3.3. Opportunity for in-service training of teachers
schools were not trained as a teacher in the preprimary education.
Rather they were trained to teach primary schools. Further, to

Table 12: Availability of opportunity for in-service training of teachers

Do you frequently get in-service training? Respondents in

No. %
Yes - -
No 35 100

As revealed in table 12 above, all respondents 35(100%), experiences and at all times. Hence, in-service training is
said there was no an opportunity for in-service training. This expected to equip teachers with newer and better teaching
shows that the absence of opportunity for in-service training or procedures that will help them carry out their professional
refresher courses for all teachers who were assigned to teach responsibilities effectively. However, in the studied primary
preprimary children. Besides, the interviewed directors had schools, an attempt made to improve the professional skills and
expressed the absence of in-service training provided for expertise of teachers through relevant on-going professional
teachers. Directors said that this had created lack of self- development was limited. An effort made to bridge the gap
confidence and feelings of inadequacy in their profession among created due to the absence or shortage of pre-service training to
those teachers who were assigned to teach preprimary school meet children’s need through in-service training was very
children. In-service training is an essential part of the on-going minimal. Teachers’ hardly had opportunities to upgrade and
work and development of preschool education. Both qualified acquaint themselves with changes and innovations in the system.
and unqualified teachers need to have access to up-to-date Thus, the opportunities for in-service training of teachers were
information that enables them aware of standards required at all minimal and limited. This situation therefore would have a
times. Periodic refresher courses, workshops, seminars, and negative impact on the performance of the teachers, which in
conferences are required so that teachers can keep themselves turn affects children’s learning as a whole in the studied primary
abreast of current trends and research and their application to schools.
understanding of children and curriculum development. In-
service training should not be seen merely as a way of bringing IV. THE EXTENT OF PARENT – SCHOOL RELATIONSHIP TO
teachers up-to-date. Training that is worthwhile, will offer more ASSIST CHILDREN’S LEARNING
than that. It will allow teachers to look critically at their own 4.1. The existence of parent-school partnership
practice and identify strengths and weaknesses in it along with
ways of moving forward. Preprimary school teachers are
required to be alert to all educational implications in all

Table 13: The existence of parent-school partnership

Is there parent-school partnership? Respondents in

No. %
Yes 12 34.3
No 23 65.7

As depicted in table 13 above, the great majority of link between parent and school. Thus, they have left every
respondents 23(65.7%), indicated the absence of partnership to responsibility to kindergarten teachers considering themselves as
assist children’s learning. Whereas, the rest respondents 12(34.3 if they cannot contribute anything to education of their children.
%), indicated the existence of partnership. The responses On the other hand, some teachers’ lacks know- how to work with
revealed the lack of partnership in most of the studied primary parents. For this, they blame their lack of practical training to
schools. In this respect, both directors were interviewed to work with parents in teacher education institutions. Some other
express their views. Directors have admitted the lack of teachers, lack commitment, initiatives, and responsibility to form
partnership to assist children’s learning. As to many directors, on partnership with parents.
one hand, most parents have limited knowledge and experiences It is clear that parent-school partnership in early years, is
about the objectives or purposes and methods of preprimary immense important for children’s overall development.
education. As a result, they did not realize the importance of the Preprimary school working in isolation from parent is impotent.

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Cooperation between both parties will benefit the kindergarten, awareness about the objectives and activities of the school to
the parent and the child. Benefits to the school include, it fosters work together effectively and harmoniously. In addition, some
parents' positive attitudes toward the school so that they can teachers lack training in using effective communication skills and
support the effort of the institution in such ways as fundraisers, strategies to overcome knowledge barriers and gain support from
resource persons, decision makers and implementers. Benefits to parents. Professional commitment to communicate with parents
the parents include they can understand the purposes and and an attempt to share responsibilities for children’s educational
methods of kindergarten and work constructively with teachers. success seems minimal.
They can also have a chance to gain more realistic pictures of Hence, there was a lack of effective parent-school
their child’s strengths and weaknesses. Children are also partnership to assist children’s learning in the studied primary
benefited from joint work of institutions for their welfare. It can schools. Working with parents had never been prioritized in most
foster confidence, independence and increases the chance for schools. As a result, getting their full cooperation was a great
greater achievement and stimulates wholesome attitudes toward challenge. The lack of such an essential ingredients might
the teachers and the program. However, in most of the studied contribute to children’s poor adjustment and performance to meet
primary schools, the results indicated the existence of rift their own goals in the studied primary schools.
between parents and schools to maintain proper partnership. 4.2. Means of communication used with parents
Many of the schools failed to promote the idea that parents are an
integral part of children’s education. Parents also lack clear

Table 14: The most commonly used means of communication with parents

Respondents in
Means of communication No. %
A forum for parent education - -
Meetings and discussion -
Telephone calls - --
Parental visits
Conferences
Written letters 1 2.9
Children’s circulating books 2 5.7
Verbal messages 32 91.4

As revealed in table 14 above, most of the respondents develop links in ways that values and respects the contributions
32(91.4%), indicated verbal messages. Children’s circulating of the children, their family and the setting. On the contrary, in
books and written letters were indicated by 2(5.7%), and 1(2.9%) the studied primary schools, the mechanisms through which the
of the respondents respectively. Parental visits, conferences, schools work and underlying values were not a well established
telephone calls, meeting and a forum for parent education were features. An attempt made to use a forum for parent education,
not selected. The responses indicated that a verbal message was conferences, meetings and discussions, parental visits, and the
the most commonly used means of communication in most of the use of children’s circulating books which are very effective
kindergartens. In contrast, children’s circulating books, parental means of communication found to be one of the most difficult
visits, conferences, meetings and discussions, and a forum for aspects of their work. For partnership to be maintained it would
parent education were the least used means of communication for be vital that effective communication strategies to facilitate two
parents to participate. As to many of the interviewed directors, directional communication and support should be used; where
the only available means of communication with parents were both parties share mutual accountability, responsibility and
attendance at annual parents meetings at the beginning and end mutual gains. Therefore, the means of communication used in
of the year. In these meetings, due to time constraints and other almost all schools, for parents to participate were found to be less
reasons, parents were often rushed and enforced teachers passing effective. It never invites parents to play a direct role in the
on information. This leaves little room for discussion or debate education of their children.
and made communication one directional and less effective.
Effective means of communication between parents and 4.3. Parents participation in the management of the school
preprimary school is essential to exchange information and

Table 15: Parents participation in the management of the school

Are parents an integral part of management? Respondents in

No. %
Yes 3 8.6
No 32 91.4

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As indicated in table 15 above, most of the respondents experiences in preprimary children education. All teachers
32(91.4%), replied that there was no parental participation in the (100%), teaching preprimary children had no opportunity for in-
management aspects of the school. Whereas, small number of service training or refresher courses to improve or up-date their
respondents 3(8.6%), replied the existence of parental professional skills and expertise to work effectively in the
participation. The responses revealed that in most of the studied preprimary education. An assistant teachers were not available in
primary schools, there was no parental participation in the all (100%), primary schools.
management system of the school. In addition, most of the D. The extent of parent-school relationships to assist
interviewed directors, clarified the absence of parental children’s learning in the studied primary schools was found to
involvement in the management aspects of many preprimary be low. The findings demonstrated that there was a lack of
education was due to much emphasis given to primary school effective parent-school partnerships (65.7%), to assist children’s
education and lack of encouragement from the schools. It is learning. Children’s circulating books, written letter, parental
obvious that the government has legislated for parents to be on visits, conferences, telephone calls, meeting and a forum for
the governing bodies and to be partners in the business of parent education were the least used; that could invite parents to
running their children’s schools. Such partnership although in play a direct role in the education of their children. Parental
theory ideal, had not been realized to any great extent in practice participation or involvement in the management aspects of the
in most of the primary schools. school systems was almost non-existent (8.6%).

Major findings, conclusions and recommendations

Major findings V. CONCLUSIONS
In brief the following were major findings of the study. Based on the findings of the study the following were the
A. The extent of preschool curriculum implementation in the main challenges of preprimary education organized in primary
studied primary schools was found to be low. The findings schools of the studied districts of Jimma Zone.
disclosed that the objectives of the curriculum lack focus to 1. Implementing preprimary education curriculum in the
address the physical (22.8%), social (14.3%), and emotional primary schools was the main challenges of primary
(8.6%), development of children in the schools. Besides, the schools of the studied districts.
implementation of the contents of the curriculum lack a broad 2. Provisions of adequate classrooms and outdoor spaces,
base of emphasis in natural sciences (41%), and aesthetic and materials and equipment supply and organization were
creative (19%), areas to build a firm foundation for later other great challenges of primary schools of the studied
attainment of academic, social and life skills. Further, the districts.
preprimary education curricular materials were absent in almost 3. Acute shortages of professionally skilled and competent
all primary schools. Thus, primary school grade one syllabus, teachers were also the primary challenges of preprimary
teacher’s guide and textbooks had been used. Moreover, play education organized in all primary schools of the studied
(14.2%), discussion (11.5%), learning by doing, role playing, and districts.
field trip were the least used instructional methods. Above all, 4. Promoting effective partnerships with parents was also
class participation and observation each equally (17.1%), writing among the great challenges of preprimary education
and drawing work of children (14.2%), were the least used organized in all primary schools of the studied districts.
assessment techniques that would fit the nature of young
children. Finally, anecdotal record (8.6%) that could provide In conclusion any program that is instituted on unsound
accurate and reliable information about the child’s performance basis, bound to fail even if the original policy was excellent.
was the least used. Undoubtedly, preprimary education organized in primary schools
B. Classrooms and outdoor spaces, materials and in the studied districts had been a neglected branch of education.
equipment, as well as its organization in the studied primary It had never been considered as an integral part of formal
schools was found to be inadequate. The findings revealed that education. And, not yet received due attention and support it
classroom space provided per child was found to be inadequate deserves. Unless, the prevailing problems were resolved, any
(65.7%). In addition, the organization of activity centers (91.4%), gain that was expected from preprimary education organized in
and the supply of materials and equipment in the centers primary schools of the studied districts would be hardly obtained.
(85.77%), was non-existent. Further, appropriate (child-sized)
tables and chairs/ benches, for the group of children attending in VI. RECOMMENDATIONS
the schools were found to be inadequate (94.3%). The outdoor
space and playgrounds (71.4%), and its safety conditions In order to improve the current deficient practices of preprimary
(74.3%), were also found to be inadequate. Moreover, the supply education organized in primary schools the following measures
of play materials and equipment (91.4%), and its selection need to be taken in the studied districts of Jimma Zone.
(94.3%), were found to be non-existent. 1. The use of grade one curricular materials such as subject
C. Teachers professional skills and competencies to syllabus, teacher’s guide and student textbook for
effectively carry on a sound preprimary education found to be preprimary education was inappropriate. Thus, the
low. The study indicated that the great majority of teachers (82.9) Regional Education Office should urgently made provision
were assigned by school administrations that were considered of curricular materials particularly the syllabi.
less competent in teaching primary school children. The great 2. Until all the required curricular materials reach the schools
majority of teachers (94.3 %), had no training and limited teachers should use syllabi for selecting content and

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learning experiences from children’s environment which made available to them to work harmoniously and
are meaningful, functional, and adaptable building on and constructively with the primary schools.
creating interests in children rather than using grade one e) Districts Education Office should provide strong
syllabi. supportive services in raising the awareness of the
3. Provision of preprimary education syllabi calls for community, placing on the agenda that parent,
concomitant teachers’ awareness raising in teaching communities, and schools are an integral part to
materials, methods, assessment techniques, and record work cooperatively for ultimate success of
keeping systems. Therefore, districts Education Office preprimary education.
should familiarize teachers in the proper utilization of 8. Districts Education Office bears enormous responsibilities
teaching materials, methods, assessment, and record in running preprimary education. Therefore, it should
keeping systems through workshops, seminars, strictly make sure that a minimal level of requirement in
conferences, etc, as soon as possible. preprimary education program qualities maintained in all
4. The organization of classroom and outdoor spaces, primary schools.
materials and equipment, play an important part in helping Finally, the writer recommends a more detailed and
children to acquire the skills and competencies associated comprehensive studies in the same area to investigate and further
with preprimary education provision. Therefore, the school strengthen the practices of preprimary education organized in
administrative bodies should provide the minimum primary schools of the zone as a whole.
requirements of spaces and safety conditions for
preprimary children. Besides, teachers’ initiatives,
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Publishing Enterprise. First Author – Temesgen Yadeta Dibaba is a lecturer in Jimma
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