Poster #168 - Educator Views of Incorporating a Constructivist Approach in Early Childhood Education in Ethiopia

• In Event: 2-002 - Special Poster Session 05 with Continental Breakfast Reception
  In Poster Session: PS 05 - International Section

Integrative Statement

In recent years developing countries have been working to develop high quality early childhood care and education (ECCE) programs to promote children’s learning, development, and school readiness and as a strategy to reduce poverty (Kabay, Wolf, & Yoshikawaa, 2017). The Ethiopian government is seeking to improve the quality of ECCE by developing a framework that focuses on programs, materials, professional development and child-centered approaches (Education Sector Development Program IV, 2010). The challenges of developing a high quality early childhood program in Ethiopia include preschool teachers with little formal training, few resources, crowded classrooms, and irregular attendance (Yigzaw and Sirnvas, 2017). The Ethiopian Ministry of Education (2018) has produced a curriculum framework for ECCE that incorporates active learning activities based on a constructivist approach (DeVries et al, 2002; Mills, 2007). However, it is not known how preschool teachers or parents will react to a curriculum based on children’s play, exploration, and interactions with teachers and peers. Such an approach deviates from the current methods of whole class recitation and repetition. Further, African scholars have argued against a whole scale adoption of Eurocentric methodologies in ECCE, advocating for approaches that value indigenous cultural norms and traditions (Nsamenang, 2006, 2007).

This study examines the viability of incorporating a constructivist approach to early childhood education in Ethiopia from the perspective of Ethiopian college instructors. We seek to determine educator views of the challenges, cultural compatibilities, benefits, and future implications of adapting this approach in preschool settings in several regions in Ethiopia. Educator assessment of the value of a constructivist curriculum in the new framework will increase the likelihood of its success, lead to strategies for adaptation and reflect Ethiopian cultural norms. The sample included 30 Ethiopian teacher educators from across the county who completed surveys after attending a two-week course on early childhood education. Responses were analyzed using conceptual content analysis (Krippendorf, 1980; Weber, 1990). Intercoder tests based on a sampling of 10% of the material yield agreement rates of 90%.
Preliminary analysis yields five themes or concerns about integrating a constructivist curriculum in early childhood classrooms (see Figure 1). Child as Agent reflects the role of children’s independent thinking. Role of the Teacher shows parent expectations of direct teaching and the need for teacher supports. Observable Learning expresses the view that learning is defined in recognizable ways and identifies parent resistance to learning through play. Interpersonal Communication shows the need for children to learn self-expression and Mental Bandwidth reflects the burden of parent investment in children’s active learning.

Findings suggest that integrating a constructivist approach to early childhood education in Ethiopia will require shifts in parent, teacher and child beliefs and behaviors. Cultural adaptations, teacher training, and parent education are suggested for teachers and parents to support the Ministry of Education’s framework of active learning in the early years.

Authors

• Stephanie Shine, Texas Tech University
  Presenting Author

• Yigzaw Haile, Jigjiga University
  Non-Presenting Author

• Beide Melaku, Jigjiga University
  Non-Presenting Author