Author

Fadila Adam

Term

Summer 2020

Capstone

Thesis

Degree Name

EdD

Primary Advisor/Dissertation Chair

Trish Harvey

Secondary Advisor/Reader One

Ellen Radel

Peer-Reviewer/Reader Two

Mohamed Mwamzandi

Abstract

The research study analyzed early childhood education in Ethiopia. The objective of this study was to find out about early childhood education in Ethiopia in order to effectively support Ethiopian families in St. Paul, Minnesota. The following are the research guiding questions: 1) What are the early childhood teaching methodologies being used in the Ethiopian education system? 2) What are the teachers’ qualifications in Ethiopian early childhood education? 3) What are teachers’ perceptions of early childhood education in Ethiopia? Studies from the Center on the Developing Child found that learning in early childhood sets the foundation for future learning and development. Brain development is rapid in early childhood and is crucial to learning and development. Head Start research indicated that a creative learning environment is essential for promoting children’s learning, imagination, and independence. Effective planning, nurturing, and teaching practices are important building blocks in early childhood learning. Copple and Bredekamp mentioned that developmentally appropriate practice is a framework designed to reflect research-based practices that promote a child's optimal learning and development. Educators need to consider students’ learning goals and interests when selecting curriculum. A qualitative case study design was implemented; research tools included teacher interviews, classroom observations, and document analysis. The research topic highlighted five major teaching factors, such as the importance of early childhood education, quality learning environment, early childhood education in Ethiopia, developmentally appropriate practice, and purposely derived curriculum or carefully selected curriculum. Findings presented that no curriculum was used in the school, but annual lesson plans were implemented. The research-based approach (developmentally appropriate practice) was not evident in teaching. Teachers believed that early learning began at age 4. It is beneficial for future researchers to focus on early learning in Ethiopia, especially from prenatal to three years.

Research Methodology

Case Study, Interview, Observation, Text Analysis

Keywords

Curriculum, Developmentally Appropriate Practice, Early Childhood, Teachers/ Teaching

dc_type

text

dc_publisher

DigitalCommons@Hamline

dc_format

application/pdf

dc_source

School of Education Student Capstone Theses and Dissertations

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