PROBLEMS OF SOCIAL SKILLS IN EARLY CHILDHOOD EDUCATION PROGRAM IN ETHIOPIA

Gemechu Abera GOBENA

Abstract


The study aimed at assessing Problems of Social Skills in Early Childhood Education Program in Ethiopia. Descriptive survey research design was employed through using stratified random sampling procedure to collect the survey data from 280 teachers recruited from early childhood education programs across three cities: Dire Dewa (130 teachers; 10 schools); Chiro (40 teachers; 6 schools); and Harar (110 teachers; 8 schools). They completed a questionnaire by starting filling the demographic information and a 5-item measure in which they rated problems influencing socials skills in early childhood education program. Firstly, about 89% of early childhood education teachers were not trained in the program. Secondly, about 64% of the early childhood education curriculum was highly influencing children’s social skills. Finally, it was found that children were unable to cooperate during learning social skills with their classmates, and they were unable to solve social problems during playing with their classmates. Therefore, to ensure quality of early childhood education, education stakeholders, parents, teachers, administrators, non-government and ministry of education of the country at large need to improve teachers’ training and curriculum under usage to improve and to fit to children’s social skills in early childhood education programs.

Keywords: Early, childhood education, problems, social skills, teachers

REFERENCES

Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. (1978). Patterns of attachment: A psychological study of the strange situation. Hillsdale, NJ: Erlbaum.

Andrilović, V., & Čudina, M. (1990). Osnove opće i razvojne psihologije. Zagreb: Školska knjiga.

Berk, L.E. (2008). Why children talk to themselves. Scientific American, 271(5), 78–83.

Blažević, I. (2016). Family, peer and school influence on children's social development. World Journal of Education, 6(2), 42-49.

Bowlby J. (1969). Attachment. Attachment and loss: Vol. 1. Loss New York: Basic Books.

Brajša–Žganec, A. (2003). Dijete i obitelj: Emocionalni i socijalni razvoj. Jastrebarsko: Naklada Slap.

Bronfenbrenner, U. (1995). Developmental ecology through space and time: A future perspective. In P. Moen, G.H. Elder, & K. Luscher (Eds.), Examining lives in context Washington, DC: American Psychological Association.

Bronfenbrenner, U., &, Morris M.A. (2006). The ecology of developmental processes. In W. Damon & R. Lerner (Eds.), Handbook of child psychology (6th ed.). New York: Wiley.

Buljubašić-Kuzmanović, V. (2008). Odnos socijalne kompetencije i ponašanja učenika. Unpublished doctoral dissertation, Zagreb: Filozofski fakultet.

Buljubašić-Kuzmanović, V. (2010). Socijalna kompetencija i vršnjački odnosi u školi. Pedagogijska istraživanja, 7(2), 191‑201. 

Buljubašić-Kuzmanović, V. (2012). Schule als gemeinschaft des erwachsenwerdens. Pedagogijska istraživanja9(1/2), 57‑57.

Central Statistical Agency (2009). National-Statistics-Abstract. Addis Abeba: Ethiopia.

Chan, W. L. (2019). Challenges to the infant care profession: practitioners’ perspectives. Early Child Development and Care189(12), 2043-2055. https://doi.org/10.1080/03004430.2018.1432606

Chinyani, H. (2013). Exploring the feasibility of school – based curriculum skillsin Zimbabwe. Inter. J. Acad. Res in Progressive Edu. Dev, 2(1), 58-64.

Čudina-Obradović, M., & Težak, D. (1995). Mirotvorni razred. Zagreb: Znamen.

Dalli, C. (2008) Pedagogy, knowledge and collaboration: towards a ground-up perspective on professionalism. European Early Childhood Education Research Journal, 16(2), 171–185. https://doi.org/10.1080/13502930802141600.

Dalli, C., Miller, L., & Urban, M. (2012). Early childhood grows up: Towards a critical ecology of the profession. In Early Childhood Grows Up (pp. 3-19). Springer, Dordrecht. https://doi.org/10.1007/978-94-007-2718-2_1.

David, R. (2016). Developmental psychology: Childhood and adolescence (8th ed.).NY: Wadsworth, Cengage Learning.

Domínguez, X., Vitiello, V. E., Maier, M. F., & Greenfield, D. B. (2010). A longitudinal examination of young children’s learning behavior: Child-level and classroom-level predictors of change throughout the preschool year. School Psychology Review39(1), 29-47.

Dowd, J (2016). ‘Realizing Capabilities in Ethiopia: Maximizing early childhood investment for impact and equity. Journal of Human Development and Capabilities, 17 (4), 477−493.

Everitt, B. S., & Hothorn T. (2011). An introduction to applied multivariate analysis with R. NY: Springer.

Feeney, S., & Freeman N. K. (2018). Ethics and the early childhood educator: Using the NAEYC Code (3rd ed). Washington: National Association for the Education of Young Children.

Fuller, C., Goodwyn, A., & Francis-Brophy, E. (2013). Advanced skills teachers: Professional identity and status. Teachers and Teaching: Theory and Practice, 19(4), 463-474, https://doi.org/10.1080/13540602.2013.770228.

García, A., Jorge, F., & Luis, D. (2016). The Life-cycle benefits of an influential early childhood program. NBER Working Paper No. 22993, National Bureau of Economic Research, Cambridge, Mass.,www.nber.org/papers/w22993.pdf.

Gibson, M. (2013). ‘I want to educate school-age children’: Producing early childhood teacher professional identities. Contemporary Issues in Early Childhood, 14(2), 127-137. https://doi.org/10.2304/ciec.2013.14.2.127.

Guo, Y., Justice, L. M., Sawyer, B., & Tompkins, V. (2011). Exploring factors related to preschool teachers’ self-efficacy. Teaching and Teacher Education, 27(5), 961-968. https://doi.org/10.1016/j.tate.2011.03.008

Hilferty, F. (2008). Teacher professionalism and cultural diversity: Skills, knowledge and values for a changing Australia. The Australian Educational Researcher, 35(3), 53–70.

Ingersoll, R. M., & Mitchell, E. (2011). The status of teaching as a profession. In J. Ballantine & J. Spade (Eds.), Schools and society: A sociological approach to education (4th ed. pp185–189). Los Angeles: Pine Forge Press/Sage Publications.

Jónsdóttir, A. H., & Coleman, M. (2014). Professional role and identity of Icelandic preschool teachers: effects of stakeholders’ views. Early Years, 30(1), 1-15. (Accessed on 10 Apr 2018). https://doi.org/10.1080/09575146.2014.919574

Katz, L. G., & McClellan, D. E. (1997). Fostering children's social competence. Washington: National Association for the Education of Young Children.

Kelchtermans, G. (2009). Who I am in how I teach is the message: self‐understanding, vulnerability and reflection. Teachers and Teaching: Theory and Practice, 15(2), 257-272. https://doi.org/10.1080/13540600902875332.

Klarin, M. (2002). Razvoj u socijalnom kontekstu. Zbornik Učiteljske akademije u Zagrebu, 4(1), 167–175.

Lillard, A. S. (2005). Montessori: The science behind the genius. New York, NY: Oxford University Press.

Lillard, A.S. (2013). Playful learning and Montessori education. American Journal of Play, 5(2), 157–186.

Martin, S., Meyer, J., Jones, R., Nelson, L., & Ting, L. (2010). Perceptions of professionalism among individuals in the child care field. Child and Youth Care Forum, 39(5), 341–349. https://doi.org/10.1007/s10566-010-9107-5.

Neuman, M. J., & Okeng’o, L. (2019). Early childhood policies in low and middle-income countries. Early Years, 39(3), 223-228, https://doi.org/10.1080/09575146.2019.1636571

Millei, Z., & Jones, A. (2014). The Australian early childhood curriculum and a cosmopolitan imaginary. International Journal of Early Childhood, 46(1), 63-79.https://doi.org/10.1007/s13158-014-0100-2.

Mijatović, A. (1999). Ishodišta i odredišta suvremene pedagogije. U Mijatović, A. (Ed.), Osnove suvremene pedagogije. Zagreb: Hrvatski pedagoško-književni zbor, 13–39.

Ministry of Education. (2018). Education profiles in Ethiopia. Addis Ababa: Ethiopia.

Moloney, M. (2010). Professional identity in early childhood care and education: perspectives of pre-school and infant teachers. Irish educational studies, 29(2), 167-187. https://doi.org/10.1080/03323311003779068

Naudeau, D., & Sophie, E. (2020). Investing in Young Children: An early childhood development guide for policy dialogue and project preparation. Washington, D.C. World Bank.

Oberhuemer, P. (2008). Who is an early years professional? Reflections on policy diversity in Europe, in L. Miller and C. Cable (Eds.) Professionalism in the Early Years, London: Hodder and Stoughton.

Osgood, J. (2011). Narratives from the nursery: Negotiating professional identities in early childhood. London: Routledge. https://doi.org/10.4324/9780203143063

Piaget, J. (1987). Intelektualni razvoj djeteta. Beograd: Zavod za udžbenike i nastavna sredstva.

Paquette, D., & Ryan, J. (2001). Bronfenbrenner’s ecological systems theory. Retrieved from http://pt3.nl.edu/paquetteryanwebquest.pdf

Previšić, V. (1999). Škola budućnosti: humana, stvaralačka i socijalna zajednica. Napredak, 140(1), 7-16.

Rychen, D. S., & Salganik, L.H. (2003). Competencies for successful life and well- functioning society. Cambridge: Hogrefe Publishing GmbH.

Santrock, J. W. (2006). Life span skills. Boston: McGraw Hill College.

Ten Dam, G., & Volman, M. (2007). Educating for Adulthood or for Citizenship: social competence as an educational goal. European journal of education, 42(2), 281-298. Retrieved from http://dare.uva.nl/document/139133

 


Full Text: Full Text PDF

Refbacks

  • There are currently no refbacks.


ISSN: 1300-915X

Creative Commons Licenses

License

All articles published in International Online Journal of Primary Education's content is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY 4.0).

Free counters!

(Counter start: 28.02.2021)