A New Chapter after a Century of Journey: The Instructional Process and Community Involvement in Preprimary Schools

A New Chapter after a Century of Journey: The Instructional Process and Community Involvement in Preprimary Schools | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article A New Chapter after a Century of Journey: The Instructional Process and Community Involvement in Preprimary Schools Kindu Ayechew Ayechew, Samuel Getnet Abate, Meseret Adane, Shimelis Mesfin, and 2 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5802993/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Preprimary education has become a primary focus of the Ethiopian education system. However, there is limited research on the implementation of government preprimary schools (O-Class), particularly regarding the teaching and learning processes and community participation. This study aims to investigate the instructional processes and community involvement in public preprimary schools within the Amhara National Regional State of Ethiopia. To achieve this objective, a convergent parallel mixed-method research design was employed. Data were collected from teachers, school principals, and district education officers through questionnaires, interviews, and observations. The results indicate that teachers employed various teaching strategies. Nonetheless, the findings highlighted common challenges in preprimary schools, including inadequate teaching and learning resources (both indoor and outdoor), an unfavorable learning environment, and insufficient community and parental involvement. The implementation of diverse teaching strategies amidst these challenges may be attributed to the presence of relatively qualified teachers. Based on the main findings of the study, it is recommended to place greater emphasis on the quality of preprimary education. This can be achieved through strong collaboration with relevant stakeholders, including communities (parents), local governments, and NGOs, to enhance access to teaching and learning resources and facilities and to create a conducive physical learning environment for children. Educational Psychology Community participation conductive environment indoor-outdoor materials O-class teaching methods Figures Figure 1 1. Introduction Early childhood care and education (ECCE) is one of the main focuses of the global education system, including in Ethiopia, as it is crucial in fostering children’s social interactions and develop their social skills (Aya & Shigeki, 2022) as well as educational achievement (Gray-Lobe et al., 2022). ECCE programs are provided in different modalities, both in private and government settings, and are known by different names, such as early childhood education (ECE), pre-primary education, and preschool education. Although different institutions and scholars conceptualize ECCE differently, for this research, we adopt the comprehensive definition used by UNESCO in its Global Monitoring Report of 2006, which underscores its significance: "Early childhood care and education supports children’s survival, growth, development, and learning – including health, nutrition, and hygiene, and cognitive, social, physical, and emotional development – from birth to entry into primary school in formal, informal, and non-formal settings" (UNESCO, 2006 , p.15). The role of ECCE has been widely recognized by numerous international declarations and conferences (UN, 2020; UNESCO, 1990 ; 2000 ). For instance, expanding and improving ECCE, especially for the most vulnerable and disadvantaged children, is one of the Education for All (EFA) goals (UNESCO, 1990 ). Its importance is also acknowledged in the Sustainable Development Goals (SDGs). Specifically, SDG 4, target 4.2, emphasizes that "By 2030, ensure that all girls and boys have access to quality early childhood development, care, and preprimary education so that they are ready for primary education" (UN, 2020, p.19). Studies on ECCE have been conducted in various parts of Ethiopia. Many of these studies focus on the status, practices, and challenges of ECCE in general, identifying interrelated factors such as inadequate training for teachers and caregivers, irrelevant curricula, lack of pedagogical skills, poor working conditions, inadequate resources, lack of supervision and program evaluation, passive community participation, ineffective leadership, high staff-child ratios, improper healthcare and hygiene, shortage of input materials, high staff turnover, and low teacher salaries as major challenges (Admas, 2016 ; Bekele, 2022 ; Diale & Sewagegn, 2021 ; Yizengaw & Tessega, 2020 ; Tefera, 2018 ; Mulugeta, 2015 ). These challenges are more pronounced in the ‘O’-class modality of ECCE programs (Tolla, 2019 ). Other studies have examined the practices and challenges of preprimary school teacher training programs (e.g., Yismaw, 2022 ) and professionalism in ECCE in Ethiopia (e.g., Tigistu, 2013). Although evidence indicates that government preschools significantly contribute to ensuring educational equity, particularly for disadvantaged students (Gray-Lobe et al., 2022), their implementation in the Ethiopian context is limited and understudied. Only a few studies have focused on the government-owned ECCE modality (Tolla, 2019 ; Zewdie & Tefera, 2015). The above discussion indicates that, although studies have been conducted on ECCE in different parts of Ethiopia, most have focused on kindergarten education, which is predominantly practiced by private institutions. Studies focusing on the government’s pre-primary education, O-Class, also known as zero-grade, are scarce. Therefore, this study focuses on O-Class for the following reasons. Firstly, O-Class is a recent ECCE modality compared to the privately owned kindergarten and represents the largest proportion of ECCE in Ethiopia. Secondly, the practice of O-Class, particularly the teaching-learning process and community participation/engagement, is not well studied. Thus, the findings of this study will greatly benefit educators, practitioners, and policymakers in ensuring access, equity, and equality for all preschool children. This study aims to assess the teaching-learning process and community involvement in public pre-primary schools by selecting schools from the Amhara National Regional State of Ethiopia. Specifically, this study seeks to answer the following questions: What teaching strategies are most commonly used by teachers in public preprimary schools? To what extent are indoor and outdoor teaching equipment and materials available? What is the perception of teachers about the appropriateness of indoor and outdoor materials for preprimary school children? How conducive is the physical learning environment in preprimary schools for children? To what extent is the community involved in preprimary schools to support the education of children? 2. Review literature 2.1. Historical Development of Early Childhood Care and Education in Ethiopia The history of ECCE in Ethiopia is deeply rooted in longstanding traditional practices, dating back centuries. Religious institutions such as churches and mosques have played a crucial role in providing informal education to young children, a role that persists to this day. The inception of modern preschool education in Ethiopia can be traced back to 1898, marked by the establishment of a kindergarten for the children of French railway consultants. This initiative laid the foundation for further expansion in 1963 (Szente et al., 2007 ; Hoot et al., 2004 ; Tefera, 2018 ). The socialist revolution of 1974 represented a pivotal moment for ECCE in Ethiopia. The revolution, recognizing the significance of women's empowerment, led to the establishment of numerous childcare centers and kindergartens to reduce childcare burdens and facilitate women's workforce participation (Tefera, 2018 ). However, the collapse of the Derg regime in 1991 ushered in a period of neglect for ECCE. Despite constitutional provisions (FDRE, 1995) and policy statements underscoring the importance of early childhood education (MoE, 1994), the implementation of ECCE, especially in rural areas, remained inadequate (Diale & Sewagegn, 2021 ; MoE, 2019; Mulugeta, 2015 ; Negash, 2006; Woldehanna & Araya, 2017 ). This neglect is evident from the lack of prioritization of ECCE during the implementation phases of the Education Sector Development Programs (ESDPs) I, II, and III by the Ministry of Education of Ethiopia (MoE, 1997, 2002, 2005). In recent years, the Ethiopian government has reaffirmed its commitment to Early Childhood Care and Education (ECCE) in response to both internal and external pressures. The later Education Sector Development Programs (ESDPs) have increasingly prioritized early childhood education, with specific goals and strategies delineated in ESDPs IV, V, and VI (MoE, 2010, 2015, 2020). The new Education and Training Policy (ETP) alongside the Early Childhood Development and Education Policy Framework underscore the critical role of ECCE in fostering holistic child development (MoE, 2023a; MoE, 2023b). These policies stress the necessity of quality early childhood education programs, including those provided through government-run O-class programs, to ensure equitable access and prepare children for primary education (Woldehanna & Araya, 2017 ). Recognizing the multifaceted roles of ECCE, the Ethiopian government has proposed a two-year free but compulsory pre-primary education for children aged five to six years in its latest Education and Training Policy (MoE, 2023b). Prior to the endorsement of the new policy, ECCE was identified as a top priority, linked to several key objectives: (1) ECCE is seen as a crucial input for enhancing overall education quality by reducing dropout and repetition rates in later formal schooling stages; (2) it increases primary school enrollment rates, particularly for girl; (3) it is vital to meet every child's right to education, and it is considered the foundation of Education for All (EFA) and the first step in achieving all other EFA goals; (4) ECCE plays a significant role in the emotional, cognitive, physical, and social development of children, and it is viewed as a key sustainable development goal with long-term implications for national poverty reduction (MoE, 2009, 2010b, 2016). It is after a century of modern educational evolution that ECCE has garnered such comprehensive policy and practical governmental attention. In Ethiopia, ECCE is currently delivered through four modalities: Kindergarten, Child-to-Child, Accelerated School Readiness (ASR), and 'O'-Class. The Kindergarten modality, primarily available in urban areas and accessible to children whose parents can afford tuition fees, involves three years of schooling and is predominantly operated by non-governmental organizations (NGOs), communities, private institutions, and faith-based organizations (Tefera, 2018 ). Unlike other modalities, children attending kindergarten are most likely to be well-prepared for primary education (MoE, 2020). This modality accounts for 20.1% of the current ECCE enrollment rate (MoE, 2023c). The Child-to-Child delivery mode involves older children playing with younger siblings or neighborhood children under the supervision of qualified teachers, aiming to teach basic skills such as counting, color differentiation, and letter identification before the children enter primary school. The ASR option provides short-term coaching (2 to 3 months) for children who do not have access to other ECCE modalities, preparing them for primary education. However, the Child-to-Child and ASR modalities together do not serve more than 0.1% of children (MoE, 2023c). The fourth modality, 'O'-Class, which is the primary focus of this study, is delivered by preprimary schools annexed to public primary schools. Before 2010, the government's role was more about facilitating the ECCE program rather than providing it. However, following the formulation of the ECCE policy framework, the government began to take a more active role in delivering ECCE, particularly through the 'O'-Class modality (MoE, 2010b). Initially, 'O'-Class was a one-year program for six-year-olds before starting formal schooling at age seven (Admas, 2016 ; MoE, 2010b; MoE, 2019; Mulugeta, 2015 ). Later, the new ETP revised this to a two-year program for children aged five and six (MoE, 2023b). Currently, the enrollment rate in 'O'-Class alone covers more than 50% of the age cohort children across the country (MoE, 2023c), which is crucial for reducing educational inequalities, as kindergarten is predominantly available in urban areas and often criticized for not aligning with rural realities and Ethiopian culture (Zewdie & Tefera, 2015). In this study, terms such as preprimary school and 'O'-Class are used interchangeably, referring to schools annexed to public primary school settings, which aim to deliver education for five and six-year-old children. 2.2. The instructional process In this study, the instructional process encompasses teaching strategies, the availability and appropriateness of teaching and learning resources and facilities, and the conduciveness of the physical learning environment for children in preprimary schools. According to general literature, a child's early years represent a crucial period of rapid physical and mental growth (Anjelo & Anagaw, 2020 ; Astatke & Kassaw, 2017 ). This stage is pivotal for forming the foundations of healthy development and providing children with the opportunity to reach their fullest potential (Megersa & Tarekgne, 2019 ). Studies confirm that preprimary education offers a stimulating environment for the physical, intellectual, linguistic, social, and emotional development of children (Yismaw, 2022 ). To achieve this, the implementation of appropriate teaching and learning strategies, the fulfillment of necessary resources, and the accessibility of a conducive learning environment play significant roles (Admas, 2016 ; Anjelo & Anagaw, 2020 ; Astatke & Kassaw, 2017 ; Malik & Asghar, 2020 ; Szente et al., 2007 ). Regarding teaching strategies, scholars recommend fun-like, play-based, and child-focused methods for effective preprimary school practice (Anjelo & Anagaw, 2020 ; Bekele, 2022 ; MoE, 2002).When children are engaged in teaching strategies that foster cooperation between staff and children, stimulate greater interaction with peers, and utilize diverse scaffolding strategies (Taguma et al., 2012 ), they learn from real, direct, and first-hand experiences (Bruce, 2011 ; Diale & Sewagegn, 2021 ). Therefore, for the best opportunities for children's first-hand experiences, activities, discovery, exploration, experimentation, and multi-sensory approaches, child-directed teaching methods such as play, discussion, role-playing, field trips, and learning by doing are highly vital (Dibaba, 2016 ). Implementing such strategies appropriately promotes independence, cooperation, responsibility, consideration, tolerance, and respect among children (Anjelo & Anagaw, 2020 ; Astatke & Kassaw, 2017 ; Szente et al., 2007 ). Equally important to the implementation of teaching strategies is ensuring the adequate availability and appropriateness of teaching and learning resources and facilities (Dibaba, 2016 ; Mulualem, 2019 ). Resources and facilities are often regarded as the “third teacher” in quality early learning and care services, providing learning opportunities, supporting children’s health and safety, and enhancing their well-being (Anjelo & Anagaw, 2020 ; Bekele, 2022 ; Bloomer & Cohen, 2008 ; Edwards et al., 2008 ; Moss, 2007 ; Oakes & Lipton, 2007 ; OECD, 2006 ). Consequently, scholars assert that appropriate and sufficient indoor and outdoor play and instructional materials and facilities are essential for preprimary education, contributing to the overall physical, psychosocial, and mental development of children (Astatke & Kassaw, 2017 ). These resources and facilities play a crucial role in attracting and maintaining children's attention, making the teaching-learning process more concrete, suitable, and easily understandable (Astatke & Kassaw, 2017 ; Diale & Sewagegn, 2021 ). Additionally, a conducive learning environment is vital for an effective instructional process in preprimary schools. Studies emphasize that young children must be nurtured in a safe and caring environment that promotes health, alertness, security, and learning (Anjelo & Anagaw, 2020 ; Bekele, 2022 ; Bloomer & Cohen, 2008 ; Edwards et al., 2008 ; MoE, 2020; Moss, 2007 ; Oakes & Lipton, 2007 ; OECD, 2006 ). In a conducive learning environment, children are happy and eager to attend school, demonstrating curiosity and a desire to learn more rapidly than those in unfavorable or stressful situations (Anjelo & Anagaw, 2020 ; Malik & Asghar, 2020 ). However, when children attend poor-quality and overcrowded preschools, they are unlikely to be prepared to meet the demands of the 21st century (Hoot et al., 2004 ). Therefore, it is imperative to continuously design and redesign preschool learning environments to ensure they are physically safe, socially enhancing, emotionally nurturing, and intellectually stimulating for all children (Admas, 2016 ). 2.3. Community involvement Families and communities play a pivotal role in the effective functioning of preprimary school programs. The primary responsibility of parents, caregivers, and other family members is to act as partners in their child's education (Adamas, 2016; Binyam, 2014 ; G/Egziabher, 2014). Consequently, establishing a robust home-to-school connection is essential for ensuring continuous learning support for children outside of school hours. The connection between schools and community members, including parents, enables children to develop desirable social, emotional, physical, and academic skills easily and successfully (Edwards et al., 2008 ; Oakes & Lipton, 2007 ; OECD, 2006 ). For better effectiveness, parents should be well-informed about their children's school activities and replicate similar learning opportunities at home (Tefera, 2018 ; Tsegaye, 2017). Parental involvement in preprimary schools is both a right and a responsibility and should not be overlooked (Diale & Sewagegn, 2021 ; OECD, 2010 ). Therefore, building a strong school-community relationship is mandatory for school administrators and other concerned bodies. The community plays a crucial role in complementing parents' efforts by addressing the holistic needs of children. It provides support services, ensures a protective environment, and offers necessary facilities (MoE, 2018; Szente et al., 2007 ). The community also upholds children's rights and mobilizes resources to foster their overall development. It establishes social norms that guide parents in nurturing their children and instilling spiritual, moral, and life values (Admas, 2016 ; Diale & Sewagegn, 2021 ; Ministry of General Education, 2020 ). Furthermore, the community initiates and manages community-based services, provides alternative and complementary care, health, and nutrition approaches, and supports parents and caregivers in meeting children's health, care, nutritional, and developmental needs (MoE et al., 2010). However, studies in Ethiopia indicate that the collaboration between parents and preschools to support student learning is weak (Admas, 2016 ; Megersa et al., 2019; MoE, 2018). Effective mechanisms for engaging parents are not well-established in most preprimary schools, resulting in minimal parental involvement in preschool management. Consequently, preschools often fail to foster effective partnerships with parents and the community as recommended by policy (Admas, 2016 ; Megersa et al., 2019; MoE, 2018). 3. Methods and materials 3.1. Research Design This study investigated the teaching-learning process and community involvement in public pre-primary schools in the Amhara National Regional State of Ethiopia. To achieve this objective, we employed a mixed-method research approach, specifically a convergent parallel design. This design was chosen because relying solely on either qualitative or quantitative methods would not adequately address the research questions (Creswell, 2012 ). By integrating both quantitative and qualitative data, we were able to provide deeper insights than either approach could offer independently (Creswell & Creswell, 2018 ; Fernandez & Azorin, 2011 ; McKim, 2015 ). This integration allowed us to compare the results of the two data sets to determine whether they confirm or contradict each other (Creswell, 2014 ). 3.2. Sources of data and sampling Primary data were collected from teachers, school principals, and woreda (district) education office experts. A multistage sampling strategy was used. Firstly, we randomly selected two zones and one city administration from the 12 zones and three city administrations in the Amhara regional state. Secondly, we sampled five woredas from each zone and five sub-cities from the city administration using simple random sampling techniques. Thirdly, two preprimary schools from each woreda (2*10 = 20) and three preprimary schools from each sub-city (5*3 = 15), totaling 35 preprimary schools, were included in the study. Finally, given the small number of preprimary school teachers, we included all 145 available teachers using a comprehensive sampling technique. Additionally, five principals and three district education experts were randomly selected for semi-structured in-depth interviews. 3.3. Data collection tools Developing and using well-structured data collection instruments is crucial to ensure the validity and reliability of research results. We employed three data collection tools: questionnaires, interviews, and observation. Questionnaire : We administered a self-administered questionnaire to collect data from teachers. The questionnaire comprised 30 close-ended items designed to assess teaching methods/strategies used by teachers (11 items), availability of indoor and outdoor materials (6 items), appropriateness of indoor and outdoor equipment (5 items), and community involvement (8 items). To ensure the quality of the questionnaire and the study results, we followed a rigorous development process, including: (1) identifying items from the literature and formulating the first draft, (2) conducting face validity, (3) piloting the questionnaire, and (4) finalizing the questionnaire. Although initially developed in English, the questionnaire was translated into Amharic, the participants’ native language, during the face validity stage to avoid language barriers. The pilot study results indicated a good level of internal consistency, with a reliability coefficient of (alpha = .860) (Field, 2013 ). Table 1 Reliability test of Items Categories of items No of items Reliability coefficient Teaching methods/strategies 11 .787 Availability of indoor and outdoor materials 6 .707 Appropriateness of indoor and outdoor equipment 5 .802 Community involvement 8 .874 Total scores 30 .860 Semi-structured In-depth Interviews The second data collection tool was interviews, which are widely used in qualitative research (Creswell, 2007 , 2012 ; Merriam, 2009 ). Interviews help elicit views, opinions, problems, and expectations regarding the study issues, providing direct access to individuals’ perceptions and experiences (Cohen et al., 2007 ). We conducted semi-structured, in-depth interviews with three district education experts and five school principals to corroborate the data collected through the questionnaire and observation checklist. The interviews were conducted in Amharic, the participants' native language, as recommended by Merriam ( 2009 ). During the interviews, we emphasized avoiding judgmental questions and allowing participants to provide unbiased responses without distorting their views (Cropley, 2022 ). Both note-taking and audio recording were employed during the interviews. Observation Observations are a frequently used form of data collection. We conducted both indoor and outdoor observations using a predetermined checklist. The organization of classrooms, the supply of materials and equipment, and their arrangements were the main focus of the observations in all classrooms of each preschool. In the outdoor, we observed playgrounds, the supply, and the arrangement of play materials and equipment in all sampled schools. Details of the observation checklist are provided in Table 6 in the results section. 3.4. Data analysis techniques We utilized the Statistical Package for Social Sciences (SPSS) version 24 to analyze quantitative data collected from teachers. Statistical techniques such as percentage, frequency, mean, standard deviation, and a one-sample t-test were employed. Data on teaching methods were gathered via a five-point Likert scale questionnaire. Our interpretation of the results was based on mean scores and frequency/percentage values. For teaching methods, a mean score near 1 indicates that the method is never used in the preprimary teaching-learning process, while a mean near 2 suggests rare usage. Mean scores around 3, 4, and 5 imply that the method is used sometimes, often, or usually, respectively. The availability of indoor and outdoor materials was evaluated using a three-point Likert scale ranging from 0 (not available) to 2 (adequately available), along with an observation checklist (refer to Table 6 ). Mean scores close to 0 indicate unavailability of the materials, while scores near 1 suggest inadequate availability. Scores close to 2 indicate that the materials are adequately available. The appropriateness of indoor and outdoor equipment and community involvement were assessed through a five-point Likert scale, where 1 denotes strong disagreement and 5 denotes strong agreement. Mean scores near 1 reflect strong disagreement regarding the appropriateness of the equipment, while scores near 5 indicate strong agreement. In all cases, a one-sample t-test was used to determine the significant difference between the expected mean and the actual/observed mean as per the test values. The qualitative data collected through interviews were analyzed using a thematic analysis strategy. The analysis process for interview data involved transcription, coding, and theme development. Initially, the interview audio recordings were repeatedly listened to, transcribed, and translated into English. Each transcript was systematically coded, page by page, to establish categories. The analysis process followed the stages of: (1) becoming familiar with the data, (2) coding, (3) generating initial themes, (4) reviewing themes, (5) developing themes, and (6) writing up (Braun & Clarke, 2006 ). Finally, the researchers employed a side-by-side comparison of the quantitative and qualitative results to check whether the two datasets converge or diverge. As Creswell ( 2012 ) notes, in a convergent parallel design, a side-by-side analysis can compare the results emerging from the qualitative and quantitative data. 3.5. Ethical considerations The College Review and Ethics Committee of the College of Education at the University of Gondar approved the study in 2022. Research participants were informed about the study's objectives, anonymity, and confidentiality issues to ensure voluntary participation. Voluntary participation was confirmed through consent. Codes such as Principal 1, 2, 3..., for school principals and Expert 1, 2, 3… for district education experts/officers were used to address the direct quotes of the interview participants. 4. Results 4.1. Most commonly employed teaching strategies in preprimary schools Table 2 Most commonly employed teaching strategies in preprimary schools No. List of teaching strategies Participants (N = 145) One-sample t-test (test value = 3) Mean SD t df Sig. (2-tailed) 1 Play based explanation 4.37 0.919 17.891 144 .000 2 Team play learning 4.27 0.835 18.197 143 .000 3 Participatory explanation 4.26 0.88 17.172 144 .000 4 Puzzling/riddles 4.21 1.035 14.184 143 .000 5 Question and Answer 3.99 0.968 12.139 142 .000 6 Learning by doing 3.91 0.889 12.251 142 .000 7 Guided discussion 3.74 1.092 7.680 139 .000 8 Role playing 3.63 1.130 6.810 143 .000 9 Individual play learning 3.56 1.142 5.891 144 .000 10 Story telling 3.52 1.093 5.700 143 .000 11 Field trip 2.86 1.344 -1.238 143 .218 Average 3.84 1.029 Scales : (1 = never, 2 = rarely, 3 = sometimes, 4 = often, 5 = usually) Table 2 indicates that nearly all eleven items, with the exception of item 11, have mean scores approximating to 4. This suggests that teachers frequently employ those teaching strategies in preprimary schools. The one-sample t-test values further reveal that the mean scores for almost all items are significantly higher than the expected mean of 3.00, which corresponds to the occasional [sometimes] use of these teaching methods. Our findings regarding the predominant teaching methods in ‘O’ class demonstrate that nearly all the strategies [ except field trip ] recommended by the Ethiopian Ministry of Education are utilized frequently by teachers to enhance the learning opportunities for preschool children. The qualitative data obtained from school principals and district education experts corroborate the quantitative findings. For instance, one principal stated: When I enter the classroom for supervision, I observe that teachers employ various teaching methods as guided by the curriculum. Predominantly, teachers use play-based instruction; at times, they provide directions; on other occasions, they instruct children to engage in play and learn through doing; and at other times, teachers facilitate learning through singing and riddles [ Principal 1 ]. The district education expert echoed the principal’s observations, noting: Teachers in preprimary schools [‘O’ class in this context] utilize a broad range of child-centered teaching methods that take into account the children’s learning styles, age, and pace of learning. Specifically, play-based explanation, individual play learning, storytelling, and question-and-answer sessions are the most commonly employed teaching methods in preprimary schools [Expert 1]. Another interviewee emphasized the necessity of training teachers in preprimary education to ensure the implementation of appropriate teaching strategies. His personal evaluation reveals: I believe that it is not feasible to consider the practice of appropriate teaching methods if the teachers are not graduates of early childhood education and care. In my school context, we have trained teachers who can effectively instruct the children by implementing various age-appropriate teaching methods such as fables, role play, outdoor play, indoor play, free play, and riddles [Principal 2]. The participants not only discussed the most frequently employed teaching methods in their respective preprimary schools but also highlighted the positive changes observed in children due to the appropriate implementation of these strategies. One interviewee noted: “Implementing those teaching strategies [refer to the list of methods in Table 2 ] empowers children and enables them to utilize their potential to be creative and innovative” [Expert 1]. The following excerpts support this claim: As a result of the proper implementation of various teaching methods, children demonstrate what they have learned through singing. If you hear the children’s songs in English, Amharic, environmental, and mathematical concepts, you will be astonished and might hesitate to believe that such songs are truly expressed by children. … [Pause]… I believe this is due to the teachers’ appropriate implementation of the teaching methods to instruct children [Principal 1]. 4.2. Availability and adequacy of teaching materials in ‘O’ class The second research objective provides an observation about the availability and adequacy of some basic teaching learning materials for children in preprimary schools. Table 3 Teachers perception about availability and adequacy of teaching materials in O-class No. List of teaching and learning materials Participants (N = 145) One-sample t-test (t-value = 1) M SD t-value df Sig. (2-tailed) 1 Preprimary school curriculum/syllabus 1.19 .700 3.324 144 .001 2 Teacher’s guide 1.36 .674 6.416 144 .000 3 Children text books .90 .758 -1.535 144 .127 4 Children’s reading, fairy tale and pictorial books 1.06 .720 .930 144 .354 5 Indoor play materials(toys, number pads and signs, pictures, newsletters… ) are available in the classroom 1.08 .661 1.507 144 .134 6 Outdoor play objects such as balls, tires, Swing, Slip, ladder, sneak peeks, sand box, balance… 1.06 .743 .894 144 .373 Average 1.10 .709 Scales = (0 = Unavailable, 1 = inadequately available, 2 = adequately available) Table 3 reveals that the mean scores for the majority of items (specifically items 3–6) are close to 1, the expected mean. This suggests that teachers perceive the availability of essential teaching and learning materials—such as children’s textbooks, reading materials, fairy tale and pictorial books, and indoor and outdoor play objects—as inadequate in preprimary schools. The one-sample t-test further indicates that the mean scores for these specified items do not significantly differ from the expected mean, M = 1.00. However, the data for the first and second items indicate that the preprimary school curriculum/syllabus (M = 1.19, SD = .700, p-value = .001) and teachers’ guide (M = 13.6, SD = .674, p-value = .000) are perceived by teachers to be adequately available. The respondents’ perceptions align with the observational data collected from 35 preprimary schools. As illustrated in Fig. 1, the observational data regarding the availability and adequacy of teaching and learning materials confirm that the majority of the observed preprimary schools lack necessary resources such as reading materials, fairy tale and pictorial books, children’s textbooks, indoor play materials (toys, number pads and signs, pictures, newsletters), shelves for children’s materials, outdoor play objects (balls, tires, swings, slides, ladders, sandboxes, balance beams), and essential educational directives (such as preprimary education directives and directives for visually, hearing, and mentally impaired children). Indeed, the data indicates the availability of some common teaching and learning materials, such as teachers’ guides, chairs and tables for children, and blackboards in the majority of the observed schools (see Fig. 1). However, all three sets of data (interview, questionnaire, and observation) confirm that preprimary schools are operating under conditions of acute shortage of essential inputs for children’s learning. Our reflection notes during the field observation categorized preprimary schools into three groups based on the availability and adequacy of teaching and learning materials. The first group of schools had adequate resources. These schools were somewhat attractive, neat, and separated from the primary school by a fence. They were supported by NGOs and other donors. The interview data from school principals corroborate our observational evaluation. One interviewee noted: Our preprimary school is supported by World Vision Ethiopia. As a result, the school has adequate indoor and outdoor learning materials and facilities. This enables the school to provide a conducive internal and external teaching and learning environment for children and teachers [Principal 4]. Another participant compared two preprimary school centers: one suffering from a chronic shortage of inputs and the other with better resource access due to external support from donors. The following excerpt illustrates the principal’s comparison. Despite our efforts, we face a persistent issue with both indoor and outdoor equipment. The regular preprimary school is deficient in essential teaching and learning materials such as chairs, tables, cupboards, outdoor play items (balls, tires, swings, slides, ladders, sandboxes, or balance beams, and stationery equipment, including markers, whiteboards, colored pencils, and paper. We also do not have a designated area for the children learning and playing. In contrast, our satellite center, established for internally displaced children at Kebero Meda Camp, is comparatively better equipped as it receives the essential teaching learning resources from various donors [Principal 1]. The second category of schools possesses at least the minimum required indoor and outdoor teaching and playing materials for children. These schools have been more successful in mobilizing resources from the community. However, the last group of preprimary schools lacks teaching and learning materials, with only classrooms, children, and teachers available. The classrooms are often dirty, and children are forced to sit on the floor and stones. The district education office expert’s description aptly illustrates the situation of this third group of preprimary schools. In our district, there is a significant shortage of materials, both inside and outside the schools, which hampers the effective implementation of the teaching-learning process. Consequently, preprimary schools are compelled to conduct the teaching-learning process without the requisite teaching and learning materials. In numerous schools that I, as an expert, have personally observed, there is a notable absence of teaching materials such as letters, numbers, and pictures within the classrooms, as well as outdoor play equipment like tires, swings, slides, ladders, and sandboxes (Expert 3). The cumulative data from observations, interviews, and questionnaires indicate that the existing teaching materials in public preprimary schools are insufficient to effectively carryout the teaching-learning process, especially when compared to private schools. 4.3. Appropriateness of indoor and outdoor equipment for preprimary school children Table 4 Teachers’ perception about the appropriateness of indoor and outdoor equipment No. List of items Participants (N = 145) One-sample t-test (t-value = 3) Mean SD T df Sig. (2- tailed) 1 The available indoor materials are appropriate for children’s overall development 3.82 1.171 8.371 144 .000 2 The available indoor materials provide with creativity opportunities to children 3.96 1.175 9.779 144 .000 3 The available outdoor materials are appropriate for children’s overall development 3.56 1.276 2.199 144 .030 4 The available outdoor materials provide with creativity opportunities to children 3.71 1.291 6.628 144 .000 5 Appropriate teaching aids are available to support children with special needs (e.g., gifted, gender, disability, etc.) 3.01 1.500 .993 144 .322 Average 3.66 1.282 Scales (1 = Strongly Disagree, 2 = Disagree, 3 = Undecided, 4 = Agree, 5 = Strongly Agree) Table 4 illustrates that the one-sample t-test scores for the first four consecutive items significantly higher from the expected average mean (M = 3.00). This deviation suggests that teachers perceive the available indoor and outdoor equipment [ except their inadequacy ] as appropriate for the overall development (social, emotional, cognitive, and motor) of children in preprimary schools, as reflected in the mean scores of these four items. However, for the last item, teachers exhibit a neutral perception (M = 3.01, SD = 1.5, t = 0.993, df = 144, p > 0.05), indicating that they do not believe appropriate teaching aids are available to support children with special needs (e.g., gifted and talented, gender, disability). The views of interview participants corroborate the teachers’ perspectives. Regarding the appropriateness of the existing teaching materials, it can be stated that, despite the shortage of indoor and outdoor equipment, the available materials in preprimary schools are deemed suitable for supporting children’s learning based on their age, language, ability, and curiosity. This suitability aids in the successful implementation of the curriculum [Expert 1]. 4.4. The physical learning environment conduciveness of preprimary schools Conducive learning environment plays a crucial role in children’s learning. Table 5. Conduciveness of preprimary schools’ physical learning environment List of items Observation response (N=35) Yes No The school is located near to the residence of children 33(94.3%) 2(5.7%) The classroom is located at easily identifiable area by children 29(82.9%) 6(17.1%) The classroom is furnished with child-sized tables/chairs 21(60.0%) 14(40.0%) The classroom is equipped with adequate learning materials 12(34.3%) 23(65.7%) The classroom is furnished with adequate playing objects 13(37.1%) 22(62.9%) The classroom is neat and safe to children’s learning 17(48.6%) 18(51.4%) Basic sanitary inputs are available to all children 2(5.7%) 33(94.3%) The classroom has adequate space for child movement 17(48.6%) 18(51.4%) The playground is free from accidental things 16(45.7%) 19(54.3%) There is resting/sleeping room to children 9(25.7%) 26(74.3%) The outside environment is arranged with adequate playing objects 10(28.6%) 25(71.4%) There is dining room for children 9(25.7%) 26(74.3%) Clean pipe water is available for drink 7(20.0%) 28(80.0%) First-aid equipment are adequately available in the school 1(2.9%) 34(97.1%) The classroom is constructed considering children with disability 7(20.0%) 28(80.0%) Average 14(38.6%) 21(61.4%) Table 5 indicates that the majority of the observed preprimary schools were considered conducive in terms of their location, being close to the residences of children and situated in easily identifiable areas within the school compound. These schools also had a relatively adequate number of child-sized chairs and tables, making them conducive for children. However, in other measures of the conduciveness of the physical environment, the majority of the schools (more than 61%) lacked the necessary resources to be considered conducive. Specifically, a significant number of preprimary schools did not have adequate learning materials and play objects; the classrooms were not neat or safe for children’s learning, and they lacked sufficient space for children’s movement. Additionally, these schools did not have basic sanitary inputs, resting/sleeping and dining rooms, clean piped water, or first-aid equipment. The playgrounds of many schools were not free from hazardous objects, and the classrooms were not constructed with considerations for children with disabilities. These conditions indicate that the physical environment of most preprimary schools was not conducive to successful learning and play for children. One interviewee reflected on the conduciveness of preprimary school compounds, stating that in most schools, there are no compounds reserved solely for preprimary school children. Both preprimary and primary schools are located in the same area without a fence separating the children from primary school students, which creates difficulties for children to move around the campus freely. Furthermore, the majority of schools in the district are unable to provide adequate basic services such as water, toilets, medical services, and libraries for children. All these issues contribute to an unconducive learning environment for children. 4.5. Community involvement As shown in Table 6 , the result of a one-sample t-test indicates that the mean score of teachers on the role of the community in supporting instructional programs (M = 3.34) is higher than the expected mean value (M = 3.00) at (t = 3.630, df = 144, p < 0.05). This reveals that teachers positively perceive that community members are actively participating in supporting instructional programs in preprimary schools by providing a conducive environment for study and helping their children with homework and assignments. Table 6 Teachers perception about the level of community participation in preprimary schools Community participation dimensions Participants (N = 145) One-sample t-test (test value = 3) Mean Std. t-value df Sig.(2-tailed) Supporting instructional program 3.34 1.121 3.630 144 .000 School management 3.19 1.091 2.105 144 .037 Contributions of school resources 2.87 1.234 -1.234 144 .219 Grand mean score 3.14 1.004 1.605 144 .111 Scales (1 = Strongly Disagree, 2 = Disagree, 3 = Undecided, 4 = Agree, 5 = Strongly Agree) The second dimension of community participation reveals a similar finding. Specifically, the mean score of teachers on the role of the community in school management (M = 3.19) is higher than the expected mean value (M = 3.00) at (t = 2.105, df = 144, p < 0.05). This indicates that the community is involved in school management. The positive mean difference and t-value also attest to the community’s role in managing schools, taking care of school property, and participating in the disciplinary management of the children. However, the third dimension of community participation shows teachers’ disagreement or negative perception. As indicated in Table 6 , the mean score of teachers regarding the role of the community in the contribution of school resources (M = 2.87) is lower than the expected mean value (M = 3.00) at (t = -1.234, df = 144, p < 0.05), indicating that community members did not contribute resources to support schools. The negative mean difference and t-value also confirm that community members did not participate in providing materials, labor, and financial resources to support preprimary schools. Similar to the quantitative results, the qualitative data provides mixed findings. For example, some interview participants acknowledge that the surrounding community has been playing a supportive role in preprimary schools by providing financial and material resources necessary to carry out the teaching-learning process. According to this group of participants, community members have been involved in building classrooms, furnishing classrooms with furniture and teaching materials, and protecting schools from theft. They also assist preprimary schools by providing feedback on the progress of children and the teaching-learning process. However, one of the interviewed principals reported that parents and community members are not meaningfully involved in preprimary school practices due to various reasons. He stated: Parents and community members do not support their children’s education due to (a) low understanding of the importance of preprimary education; (b) absence of policy guidelines that guide parents and the community on how to support preprimary schooling; and (c) the low economic status (poverty) of the majority of community members who cannot afford to support the school and their children’s learning [Principal 2]. Similarly, other participants noted that community members and parents have no meaningful involvement in school management and administration to support the successful functioning of preprimary schools. The overall data on community and parental involvement in preprimary schools presents a varied picture, with better community and parental engagement in some preprimary schools, while others experience little to no involvement. 5. Discussion 5.1. Teaching strategies implemented in preprimary schools The present study found that various teaching strategies, such as play-based explanation, team-play learning, participatory explanation, puzzling/riddles, question-and-answer, learning by doing, guided discussion, role-playing, individual play learning, and storytelling, were most commonly implemented in Ethiopian preprimary schools, particularly in O-classes. This is a crucial step for better learning attainment of children (Bekele, 2022 ; Wright & Benton, 2015 ), and aligns with the recommendations of the Ethiopian Ministry of Education in its curriculum framework (MoE, 2009). Compared to previous studies, the current study highlights the implementation of various relevant teaching strategies believed to positively contribute to fostering children’s overall learning experiences. Earlier national studies reported fewer teaching methods, such as explanation-based teaching, cooperative learning, storytelling, play-based learning, question-and-answer, and direct instruction, commonly practiced to teach preschool children (Astatke & Kassaw, 2017 ; Dibaba, 2016 ; Megersa & Tarekgne, 2019 ; Szente et al., 2007 ; Wondemetegegn, 2016 ). Additionally, previous studies demonstrate that the majority of teachers in preprimary classroom settings did not encourage independent learning activities and facilitate fewer hands-on learning experiences (Diale & Sewagegn, 2021 ; Szente et al., 2007 ; Wondemetegegn, 2016 ). Some other Ethiopian studies even indicate that teachers have little understanding of pedagogical principles to teach preschool children, resulting in a lack of appropriate teaching methods to meet ECCE requirements (Assefa, 2014 ; Dibaba, 2016 ; Haile & Mohammed, 2017; Rahel, 2014 ; Tirussew et al., 2009 ). However, the current study suggests an improvement in the use of multiple teaching strategies relevant to preschool children’s overall learning and developmental progress. This better practice could be associated with two potential factors: the improvement of teachers’ teaching practices over time and the assignment of relatively qualified teachers in the field. Both scholars and the Ethiopian Ministry of Education emphasize the implementation of fun-like, play-based, and child-focused teaching methods for successful ECCE practice in preprimary schools (Anjelo & Anagaw, 2020 ; Bekele, 2022 ; MoE, 2002). Unless children are involved in teaching strategies that foster cooperation between staff and children, stimulate greater child interaction with peers, and use diverse scaffolding strategies (Taguma et al., 2012 ), they cannot learn from real, direct, and first-hand experiences (Bruce, 2011 ; Diale & Sewagegn, 2021 ). Child-directed methods such as play, discussion, role-playing, field trips, and learning by doing provide opportunities for first-hand experiences, activities, discovery, exploration, experimentation, and multi-sensory approaches (Dibaba, 2016 ). Appropriately implementing such methods promotes independence, cooperation, responsibility, consideration, tolerance, and respect for the rights of others (Anjelo & Anagaw, 2020 ; Astatke & Kassaw, 2017 ; Szente et al., 2007 ). Conversely, failing to implement these methods results in passive children who cannot ask questions or actively participate in the teaching and learning process. 5.2. Adequacy and appropriateness of learning resources and facilities This study reveals that the majority of preschools are operating with an acute scarcity of necessary teaching-learning materials, playing equipment, and other desirable facilities. Although the government intended for O-classes to be delivered in rapidly constructed classrooms equipped with the required materials based on the standard (MoE, 2007; 2015), the present study confirms that the majority of the studied preprimary schools did not meet even the minimum and basic teaching-learning inputs, except for teachers. Previous studies indicate that this problem occurs in both private and government-owned preprimary schools, though the degree is more severe in public school settings, particularly in O-classes (Diale & Sewagegn, 2021 ; Tolla, 2019 ; Wondemetegegn, 2016 ; Yizengaw & Tessega, 2020 ). Various researchers, including the Ministry of Education, state that inadequate O-class facilities and a lack of learning resources have been significant concerns (Astatke & Kassaw, 2017 ; Binyam, 2014 ; MoE, 2020; Yizengaw & Tessega, 2020 ). These settings are characterized by insufficient classroom space, a lack of age-appropriate chairs and tables, unavailability of outdoor and indoor playing materials, lack of safe playgrounds, shelves, separate restrooms, child-sized toilets, and the absence of water and sanitation services (Assefa, 2014 ; Astatke & Kassaw, 2017 ; Haile & Mohammed, 2017; Rahel, 2014 ; Tirussew et al., 2009 ; Tolla, 2019 ). Equally important is the appropriateness of the available learning resources and facilities. Researchers argue that appropriate and sufficient indoor and outdoor materials are mandatory for children’s overall physical, psychosocial, and mental development (Astatke & Kassaw, 2017 ). In line with this point, the current study shows that, despite the problem of shortage, the available indoor and outdoor materials were appropriate for the overall social, cognitive, emotional, and motor development, as well as the creativity and innovative opportunities of children, as perceived by participants. This suggests that some of the existing teaching and learning materials were based on the Ministry of Education standards (MoE, 2007). However, previous national studies conclude that there is a dearth of appropriate and locally produced indoor equipment and instructional materials for children in preprimary schools (Astatke & Kassaw, 2017 ). The problem of inappropriateness is more serious for children with disabilities (Admas, 2016 ; Tirussew et al., 2009 ). In such problematic conditions, it is impossible to prepare children who can fit with the demands of the 21st century. Therefore, ensuring full access to indoor and outdoor playing and instructional materials and equipment should be at the core of any ECCE program (Astatke & Kassaw, 2017 ). These materials and equipment are integral to the effective implementation of ECCE programs (Astatke & Kassaw, 2017 ). They significantly contribute not only to attracting and maintaining the attention of children for extended periods but also to making the teaching-learning process more concrete, suitable, and easily understandable (Astatke & Kassaw, 2017 ; Diale & Sewagegn, 2021 ). 5.3. Conducive physical learning environment to preschool children The current study found that the majority of Ethiopian preprimary schools have unconducive physical learning environments. The Ministry of Education’s evaluation aligns with our findings. Most preprimary schools were not conducive for children due to a lack of adequate classrooms and facilities and a lack of formal structure and personnel at the grassroots level responsible for preprimary education (MoE, 2020). Another Ministry of Education report indicates that children face serious problems going to school during the rainy seasons as the roads become muddy, making walking to and from school very difficult. At times, very young children walk one or two kilometers every morning to reach the nearby primary schools (MoE, 2018). According to Astatke and Kassaw ( 2017 ), the site, location, and surrounding area were not considered in kindergartens, let alone in ‘O’ classes annexed to primary schools. Although fewer preprimary schools try to install some outdoor materials and facilities, their installation did not adequately consider the safety of children (Bekele, 2022 ). The impact of a conducive or unfavorable learning environment is well-documented in scientific research. For example, in a conducive learning environment, children feel happy and are eager to go to school, showing curiosity to learn more and faster than those in unfavorable or stressful learning situations (Anjelo & Anagaw, 2020 ; Malik & Asghar, 2020 ). Conversely, if children attend poor-quality and overcrowded preschools, they are unlikely to be prepared to meet the demands of the 21st century (Hoot et al., 2004 ). Therefore, preschool learning environments need to be continuously designed and redesigned to be physically safe, socially enhancing, emotionally nurturing, and intellectually stimulating for all children (Admas, 2016 ). 5.4. Community engagement in preprimary schools Regarding the status of community participation, this study found mixed results, with better community and parental engagement in some dimensions and preprimary schools, while minimal or no engagement in others. Although there seems to be some improvement, the status of community and parental involvement in the present study is not significantly different from previous national reports. For example, a study by the Ministry of Education revealed active community engagement in mobilizing resources, such as contributing to the monthly salary of school teachers and providing financial support (MoE, 2018). On the other hand, other studies indicate minimal parental and community participation in Ethiopian preprimary schools (Adamas, 2016; Binyam, 2014 ; G/Egziabher, 2014; Tefera, 2018 ; Tsegaye, 2017). This low level of parental and community participation contradicts the demand for access to preprimary school services for their children. According to MoE (2018), due to better awareness of the importance of ECCE, there is a huge demand for access to quality preschool education. However, various factors limit their participation beyond merely wishing for schooling services for their children. These factors include financial constraints, ineffective communication between schools and families, unclear roles and responsibilities of parents and community members in children’s learning, and a lack of guidelines on how parents and the community can participate in the preschool ECCE program (Szente et al., 2007 ; Ministry of General Education, 2020 ; Admas, 2016 ). Despite these challenges, it is clear that parental and community engagement plays a central role in the quality of ECCE programs. Therefore, building a strong school-community relationship is mandatory for school administrators and other concerned bodies. Such a connection enables children to develop desirable social, emotional, physical, and academic skills easily and successfully (Edwards et al., 2008 ; Oakes & Lipton, 2007 ; OECD, 2006 ). Parental involvement in preprimary schools is both a right and a responsibility and should not be overlooked (Diale & Sewagegn, 2021 ; OECD, 2010 ). 6. Conclusion and Recommendations The present study investigated the teaching and learning process of preprimary schools in Ethiopia in terms of teaching strategies, availability and adequacy of teaching and learning materials, their appropriateness, the conduciveness of the physical learning environment, and the level of community participation. Based on the findings, the researchers conclude that different and appropriate teaching methods were implemented to teach preprimary school children, which may play a vital role in children’s better learning progress. However, the schools are operating with various levels of educational inputs, with some having adequate teaching and learning resources, others with a medium level of resources, and the majority with very scant equipment and facilities. This deficiency may lead to poor school performance, children’s aversion to school, and early dropout rates. Additionally, community and parental involvement were found to be unsatisfactory. The study has both practical and policy implications in the short and long term. Practically, it is essential to establish a system to: (1) professionally train, update, and upgrade preprimary school teachers to implement appropriate pedagogical strategies; (2) collaborate with various stakeholders, including parents, local governments, NGOs, and donors, to enhance access to teaching and learning resources, facilities, and indoor and outdoor play equipment; and (3) create a conducive physical learning environment for children through resource mobilization, active community participation, and strong collaboration with relevant bodies. From a policy perspective, the Ethiopian ECCE program in general and the preprimary education, in particular, must address two critical issues. First, as evidenced by current and previous studies, particularly those examining government-funded preprimary schools, there is a need to focus on accessibility, equity, practice, and challenges within the program. The quality aspect has been sidelined and must be considered equally alongside expansion to avoid negative consequences. Second, the preprimary education program is a resource-intensive investment, and it is challenging for countries like Ethiopia to meet the requirements for quality preprimary schooling services. Mechanisms must be designed to bridge the capacity gap. One approach is to foster comprehensive community participation through various alternatives aligned with community realities. Another approach involves the indigenization of the program, which entails utilizing locally made and available learning and playing resources and materials. This strategy can yield two positive outcomes: cost-effectiveness and cultural relevance for children. A third approach could be integrating selected ECCE centers/schools with higher education institutions. In Ethiopia, numerous publicly and privately owned colleges and universities possess relatively better resources, particularly human capital. Deliberate integration between ECCE centers/schools and higher education institutions could address many challenges by providing professional, technical, resource, and technological support. However, these proposed strategies require clear policy directions and frameworks from the concerned authorities. Finally, further studies specifically targeting the quality aspect of the ECCE program in Ethiopia are recommended, as quality is paramount in the 21st century. Limitations of the study This study has some limitations. Firstly, the researchers did not conduct classroom observations to examine the implemented teaching and learning strategies. Consequently, the findings reported in this study regarding the most commonly implemented teaching methods are based on the participants' perceived reflections. 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Social Sciences & Humanities Open 2 (2020). https://doi.org/10.1016/j.ssaho.2020.100013 Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-5802993","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":401503950,"identity":"d5c442c7-6e0d-4792-879f-516a46e00751","order_by":0,"name":"Kindu Ayechew Ayechew","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA20lEQVRIiWNgGAWjYJACZhAhwd4AJA0sSNHCcwCkRYIULRIJYIqwcv4ZyQc/F1QcZpCc+fzqhh8FEgz87d0JeLVI3EhLlp5x5jCDtHRO2c0eoMMkzpzdgN+aGzlmzLxttxnkpHPSbvAAtRhI5OLXIn8j/xsz7z+gFskzaTf/EKPF4EYOGzNvw20GaQn2Y7eJssXwzDNjaZ5j/3kke3LYbssYSPAQ9Ivc8eSHn3lq0uQkjh9/dvPNHxs5/vZeAt4XSABTPEBkAGUQAvwHYCz2B4RVj4JRMApGwYgEAOLDQ6vCOwAXAAAAAElFTkSuQmCC","orcid":"https://orcid.org/0000-0002-0254-957X","institution":"University of Gondar","correspondingAuthor":true,"prefix":"","firstName":"Kindu","middleName":"Ayechew","lastName":"Ayechew","suffix":""},{"id":401503951,"identity":"ad4969b2-68ee-4ceb-9254-e8b4e14f69d6","order_by":1,"name":"Samuel Getnet Abate","email":"","orcid":"","institution":"University of Gondar","correspondingAuthor":false,"prefix":"","firstName":"Samuel","middleName":"Getnet","lastName":"Abate","suffix":""},{"id":401503952,"identity":"3c865095-e7cb-447a-951e-1e66e62ca0d9","order_by":2,"name":"Meseret Adane","email":"","orcid":"","institution":"University of Gondar","correspondingAuthor":false,"prefix":"","firstName":"Meseret","middleName":"","lastName":"Adane","suffix":""},{"id":401503953,"identity":"8b316ef5-0a83-4cc3-916e-1e59286c3f40","order_by":3,"name":"Shimelis Mesfin","email":"","orcid":"","institution":"University of Gondar","correspondingAuthor":false,"prefix":"","firstName":"Shimelis","middleName":"","lastName":"Mesfin","suffix":""},{"id":401503954,"identity":"f964dd29-3c6d-45fc-b9b3-196e3a06387c","order_by":4,"name":"Tamirat Assefa","email":"","orcid":"","institution":"University of Gondar","correspondingAuthor":false,"prefix":"","firstName":"Tamirat","middleName":"","lastName":"Assefa","suffix":""},{"id":401503955,"identity":"f65d75ec-4294-4ddb-aca4-70ed1623d402","order_by":5,"name":"Kagnew Tarekegn Bitewa","email":"","orcid":"","institution":"University of Gondar","correspondingAuthor":false,"prefix":"","firstName":"Kagnew","middleName":"Tarekegn","lastName":"Bitewa","suffix":""}],"badges":[],"createdAt":"2025-01-10 10:42:14","currentVersionCode":1,"declarations":{"humanSubjects":true,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":true,"humanSubjectConsent":true,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-5802993/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-5802993/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":73869650,"identity":"5ef77c96-6438-4cee-856a-3b5f6e03e773","added_by":"auto","created_at":"2025-01-15 12:09:23","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":107759,"visible":true,"origin":"","legend":"\u003cp\u003eSee image above for figure legend\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-5802993/v1/9bfc8c0fc5da94188a63ef7f.png"},{"id":73869667,"identity":"75f63ad0-b639-4187-9f15-f8fe9b22177b","added_by":"auto","created_at":"2025-01-15 12:09:31","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1595043,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-5802993/v1/aadee165-9afb-4cc9-b825-2f7327a726ad.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003e\u003cstrong\u003eA New Chapter after a Century of Journey: The Instructional Process and Community Involvement in Preprimary Schools\u003c/strong\u003e\u003c/p\u003e","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eEarly childhood care and education (ECCE) is one of the main focuses of the global education system, including in Ethiopia, as it is crucial in fostering children\u0026rsquo;s social interactions and develop their social skills (Aya \u0026amp; Shigeki, 2022) as well as educational achievement (Gray-Lobe et al., 2022). ECCE programs are provided in different modalities, both in private and government settings, and are known by different names, such as early childhood education (ECE), pre-primary education, and preschool education. Although different institutions and scholars conceptualize ECCE differently, for this research, we adopt the comprehensive definition used by UNESCO in its Global Monitoring Report of 2006, which underscores its significance: \"Early childhood care and education supports children\u0026rsquo;s survival, growth, development, and learning \u0026ndash; including health, nutrition, and hygiene, and cognitive, social, physical, and emotional development \u0026ndash; from birth to entry into primary school in formal, informal, and non-formal settings\" (UNESCO, \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e2006\u003c/span\u003e, p.15).\u003c/p\u003e \u003cp\u003eThe role of ECCE has been widely recognized by numerous international declarations and conferences (UN, 2020; UNESCO, \u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e1990\u003c/span\u003e; \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e2000\u003c/span\u003e). For instance, expanding and improving ECCE, especially for the most vulnerable and disadvantaged children, is one of the Education for All (EFA) goals (UNESCO, \u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e1990\u003c/span\u003e). Its importance is also acknowledged in the Sustainable Development Goals (SDGs). Specifically, SDG 4, target 4.2, emphasizes that \"By 2030, ensure that all girls and boys have access to quality early childhood development, care, and preprimary education so that they are ready for primary education\" (UN, 2020, p.19).\u003c/p\u003e \u003cp\u003eStudies on ECCE have been conducted in various parts of Ethiopia. Many of these studies focus on the status, practices, and challenges of ECCE in general, identifying interrelated factors such as inadequate training for teachers and caregivers, irrelevant curricula, lack of pedagogical skills, poor working conditions, inadequate resources, lack of supervision and program evaluation, passive community participation, ineffective leadership, high staff-child ratios, improper healthcare and hygiene, shortage of input materials, high staff turnover, and low teacher salaries as major challenges (Admas, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Bekele, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Diale \u0026amp; Sewagegn, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Yizengaw \u0026amp; Tessega, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Tefera, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Mulugeta, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). These challenges are more pronounced in the \u0026lsquo;O\u0026rsquo;-class modality of ECCE programs (Tolla, \u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Other studies have examined the practices and challenges of preprimary school teacher training programs (e.g., Yismaw, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) and professionalism in ECCE in Ethiopia (e.g., Tigistu, 2013). Although evidence indicates that government preschools significantly contribute to ensuring educational equity, particularly for disadvantaged students (Gray-Lobe et al., 2022), their implementation in the Ethiopian context is limited and understudied. Only a few studies have focused on the government-owned ECCE modality (Tolla, \u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Zewdie \u0026amp; Tefera, 2015).\u003c/p\u003e \u003cp\u003eThe above discussion indicates that, although studies have been conducted on ECCE in different parts of Ethiopia, most have focused on kindergarten education, which is predominantly practiced by private institutions. Studies focusing on the government\u0026rsquo;s pre-primary education, O-Class, also known as zero-grade, are scarce. Therefore, this study focuses on O-Class for the following reasons. Firstly, O-Class is a recent ECCE modality compared to the privately owned kindergarten and represents the largest proportion of ECCE in Ethiopia. Secondly, the practice of O-Class, particularly the teaching-learning process and community participation/engagement, is not well studied. Thus, the findings of this study will greatly benefit educators, practitioners, and policymakers in ensuring access, equity, and equality for all preschool children. This study aims to assess the teaching-learning process and community involvement in public pre-primary schools by selecting schools from the Amhara National Regional State of Ethiopia. Specifically, this study seeks to answer the following questions:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat teaching strategies are most commonly used by teachers in public preprimary schools?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eTo what extent are indoor and outdoor teaching equipment and materials available?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat is the perception of teachers about the appropriateness of indoor and outdoor materials for preprimary school children?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eHow conducive is the physical learning environment in preprimary schools for children?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eTo what extent is the community involved in preprimary schools to support the education of children?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e\u003c/ol\u003e \u003c/p\u003e "},{"header":"2.\tReview literature ","content":"\u003cdiv id=\"Sec2\" class=\"Section2\"\u003e \u003ch2\u003e2.1. Historical Development of Early Childhood Care and Education in Ethiopia\u003c/h2\u003e \u003cp\u003eThe history of ECCE in Ethiopia is deeply rooted in longstanding traditional practices, dating back centuries. Religious institutions such as churches and mosques have played a crucial role in providing informal education to young children, a role that persists to this day. The inception of modern preschool education in Ethiopia can be traced back to 1898, marked by the establishment of a kindergarten for the children of French railway consultants. This initiative laid the foundation for further expansion in 1963 (Szente et al., \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2007\u003c/span\u003e; Hoot et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2004\u003c/span\u003e; Tefera, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe socialist revolution of 1974 represented a pivotal moment for ECCE in Ethiopia. The revolution, recognizing the significance of women's empowerment, led to the establishment of numerous childcare centers and kindergartens to reduce childcare burdens and facilitate women's workforce participation (Tefera, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). However, the collapse of the Derg regime in 1991 ushered in a period of neglect for ECCE. Despite constitutional provisions (FDRE, 1995) and policy statements underscoring the importance of early childhood education (MoE, 1994), the implementation of ECCE, especially in rural areas, remained inadequate (Diale \u0026amp; Sewagegn, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; MoE, 2019; Mulugeta, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2015\u003c/span\u003e; Negash, 2006; Woldehanna \u0026amp; Araya, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). This neglect is evident from the lack of prioritization of ECCE during the implementation phases of the Education Sector Development Programs (ESDPs) I, II, and III by the Ministry of Education of Ethiopia (MoE, 1997, 2002, 2005).\u003c/p\u003e \u003cp\u003eIn recent years, the Ethiopian government has reaffirmed its commitment to Early Childhood Care and Education (ECCE) in response to both internal and external pressures. The later Education Sector Development Programs (ESDPs) have increasingly prioritized early childhood education, with specific goals and strategies delineated in ESDPs IV, V, and VI (MoE, 2010, 2015, 2020). The new Education and Training Policy (ETP) alongside the Early Childhood Development and Education Policy Framework underscore the critical role of ECCE in fostering holistic child development (MoE, 2023a; MoE, 2023b). These policies stress the necessity of quality early childhood education programs, including those provided through government-run O-class programs, to ensure equitable access and prepare children for primary education (Woldehanna \u0026amp; Araya, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e2017\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eRecognizing the multifaceted roles of ECCE, the Ethiopian government has proposed a two-year free but compulsory pre-primary education for children aged five to six years in its latest Education and Training Policy (MoE, 2023b). Prior to the endorsement of the new policy, ECCE was identified as a top priority, linked to several key objectives: (1) ECCE is seen as a crucial input for enhancing overall education quality by reducing dropout and repetition rates in later formal schooling stages; (2) it increases primary school enrollment rates, particularly for girl; (3) it is vital to meet every child's right to education, and it is considered the foundation of Education for All (EFA) and the first step in achieving all other EFA goals; (4) ECCE plays a significant role in the emotional, cognitive, physical, and social development of children, and it is viewed as a key sustainable development goal with long-term implications for national poverty reduction (MoE, 2009, 2010b, 2016). It is after a century of modern educational evolution that ECCE has garnered such comprehensive policy and practical governmental attention.\u003c/p\u003e \u003cp\u003eIn Ethiopia, ECCE is currently delivered through four modalities: Kindergarten, Child-to-Child, Accelerated School Readiness (ASR), and 'O'-Class. The Kindergarten modality, primarily available in urban areas and accessible to children whose parents can afford tuition fees, involves three years of schooling and is predominantly operated by non-governmental organizations (NGOs), communities, private institutions, and faith-based organizations (Tefera, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Unlike other modalities, children attending kindergarten are most likely to be well-prepared for primary education (MoE, 2020). This modality accounts for 20.1% of the current ECCE enrollment rate (MoE, 2023c).\u003c/p\u003e \u003cp\u003eThe Child-to-Child delivery mode involves older children playing with younger siblings or neighborhood children under the supervision of qualified teachers, aiming to teach basic skills such as counting, color differentiation, and letter identification before the children enter primary school. The ASR option provides short-term coaching (2 to 3 months) for children who do not have access to other ECCE modalities, preparing them for primary education. However, the Child-to-Child and ASR modalities together do not serve more than 0.1% of children (MoE, 2023c).\u003c/p\u003e \u003cp\u003eThe fourth modality, 'O'-Class, which is the primary focus of this study, is delivered by preprimary schools annexed to public primary schools. Before 2010, the government's role was more about facilitating the ECCE program rather than providing it. However, following the formulation of the ECCE policy framework, the government began to take a more active role in delivering ECCE, particularly through the 'O'-Class modality (MoE, 2010b). Initially, 'O'-Class was a one-year program for six-year-olds before starting formal schooling at age seven (Admas, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; MoE, 2010b; MoE, 2019; Mulugeta, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). Later, the new ETP revised this to a two-year program for children aged five and six (MoE, 2023b). Currently, the enrollment rate in 'O'-Class alone covers more than 50% of the age cohort children across the country (MoE, 2023c), which is crucial for reducing educational inequalities, as kindergarten is predominantly available in urban areas and often criticized for not aligning with rural realities and Ethiopian culture (Zewdie \u0026amp; Tefera, 2015).\u003c/p\u003e \u003cp\u003eIn this study, terms such as preprimary school and 'O'-Class are used interchangeably, referring to schools annexed to public primary school settings, which aim to deliver education for five and six-year-old children.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e2.2. The instructional process\u003c/h2\u003e \u003cp\u003eIn this study, the instructional process encompasses teaching strategies, the availability and appropriateness of teaching and learning resources and facilities, and the conduciveness of the physical learning environment for children in preprimary schools. According to general literature, a child's early years represent a crucial period of rapid physical and mental growth (Anjelo \u0026amp; Anagaw, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Astatke \u0026amp; Kassaw, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). This stage is pivotal for forming the foundations of healthy development and providing children with the opportunity to reach their fullest potential (Megersa \u0026amp; Tarekgne, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Studies confirm that preprimary education offers a stimulating environment for the physical, intellectual, linguistic, social, and emotional development of children (Yismaw, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). To achieve this, the implementation of appropriate teaching and learning strategies, the fulfillment of necessary resources, and the accessibility of a conducive learning environment play significant roles (Admas, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Anjelo \u0026amp; Anagaw, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Astatke \u0026amp; Kassaw, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Malik \u0026amp; Asghar, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Szente et al., \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2007\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eRegarding teaching strategies, scholars recommend fun-like, play-based, and child-focused methods for effective preprimary school practice (Anjelo \u0026amp; Anagaw, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Bekele, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; MoE, 2002).When children are engaged in teaching strategies that foster cooperation between staff and children, stimulate greater interaction with peers, and utilize diverse scaffolding strategies (Taguma et al., \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e2012\u003c/span\u003e), they learn from real, direct, and first-hand experiences (Bruce, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2011\u003c/span\u003e; Diale \u0026amp; Sewagegn, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Therefore, for the best opportunities for children's first-hand experiences, activities, discovery, exploration, experimentation, and multi-sensory approaches, child-directed teaching methods such as play, discussion, role-playing, field trips, and learning by doing are highly vital (Dibaba, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Implementing such strategies appropriately promotes independence, cooperation, responsibility, consideration, tolerance, and respect among children (Anjelo \u0026amp; Anagaw, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Astatke \u0026amp; Kassaw, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Szente et al., \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2007\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eEqually important to the implementation of teaching strategies is ensuring the adequate availability and appropriateness of teaching and learning resources and facilities (Dibaba, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Mulualem, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Resources and facilities are often regarded as the \u0026ldquo;third teacher\u0026rdquo; in quality early learning and care services, providing learning opportunities, supporting children\u0026rsquo;s health and safety, and enhancing their well-being (Anjelo \u0026amp; Anagaw, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Bekele, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Bloomer \u0026amp; Cohen, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2008\u003c/span\u003e; Edwards et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2008\u003c/span\u003e; Moss, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2007\u003c/span\u003e; Oakes \u0026amp; Lipton, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2007\u003c/span\u003e; OECD, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2006\u003c/span\u003e). Consequently, scholars assert that appropriate and sufficient indoor and outdoor play and instructional materials and facilities are essential for preprimary education, contributing to the overall physical, psychosocial, and mental development of children (Astatke \u0026amp; Kassaw, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). These resources and facilities play a crucial role in attracting and maintaining children's attention, making the teaching-learning process more concrete, suitable, and easily understandable (Astatke \u0026amp; Kassaw, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Diale \u0026amp; Sewagegn, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAdditionally, a conducive learning environment is vital for an effective instructional process in preprimary schools. Studies emphasize that young children must be nurtured in a safe and caring environment that promotes health, alertness, security, and learning (Anjelo \u0026amp; Anagaw, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Bekele, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Bloomer \u0026amp; Cohen, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2008\u003c/span\u003e; Edwards et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2008\u003c/span\u003e; MoE, 2020; Moss, \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2007\u003c/span\u003e; Oakes \u0026amp; Lipton, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2007\u003c/span\u003e; OECD, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2006\u003c/span\u003e). In a conducive learning environment, children are happy and eager to attend school, demonstrating curiosity and a desire to learn more rapidly than those in unfavorable or stressful situations (Anjelo \u0026amp; Anagaw, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Malik \u0026amp; Asghar, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). However, when children attend poor-quality and overcrowded preschools, they are unlikely to be prepared to meet the demands of the 21st century (Hoot et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2004\u003c/span\u003e). Therefore, it is imperative to continuously design and redesign preschool learning environments to ensure they are physically safe, socially enhancing, emotionally nurturing, and intellectually stimulating for all children (Admas, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2016\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec4\" class=\"Section2\"\u003e \u003ch2\u003e2.3. Community involvement\u003c/h2\u003e \u003cp\u003eFamilies and communities play a pivotal role in the effective functioning of preprimary school programs. The primary responsibility of parents, caregivers, and other family members is to act as partners in their child's education (Adamas, 2016; Binyam, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; G/Egziabher, 2014). Consequently, establishing a robust home-to-school connection is essential for ensuring continuous learning support for children outside of school hours. The connection between schools and community members, including parents, enables children to develop desirable social, emotional, physical, and academic skills easily and successfully (Edwards et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2008\u003c/span\u003e; Oakes \u0026amp; Lipton, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2007\u003c/span\u003e; OECD, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2006\u003c/span\u003e). For better effectiveness, parents should be well-informed about their children's school activities and replicate similar learning opportunities at home (Tefera, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Tsegaye, 2017). Parental involvement in preprimary schools is both a right and a responsibility and should not be overlooked (Diale \u0026amp; Sewagegn, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; OECD, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2010\u003c/span\u003e). Therefore, building a strong school-community relationship is mandatory for school administrators and other concerned bodies.\u003c/p\u003e \u003cp\u003eThe community plays a crucial role in complementing parents' efforts by addressing the holistic needs of children. It provides support services, ensures a protective environment, and offers necessary facilities (MoE, 2018; Szente et al., \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2007\u003c/span\u003e). The community also upholds children's rights and mobilizes resources to foster their overall development. It establishes social norms that guide parents in nurturing their children and instilling spiritual, moral, and life values (Admas, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Diale \u0026amp; Sewagegn, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Ministry of General Education, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Furthermore, the community initiates and manages community-based services, provides alternative and complementary care, health, and nutrition approaches, and supports parents and caregivers in meeting children's health, care, nutritional, and developmental needs (MoE et al., 2010).\u003c/p\u003e \u003cp\u003eHowever, studies in Ethiopia indicate that the collaboration between parents and preschools to support student learning is weak (Admas, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Megersa et al., 2019; MoE, 2018). Effective mechanisms for engaging parents are not well-established in most preprimary schools, resulting in minimal parental involvement in preschool management. Consequently, preschools often fail to foster effective partnerships with parents and the community as recommended by policy (Admas, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Megersa et al., 2019; MoE, 2018).\u003c/p\u003e \u003c/div\u003e"},{"header":"3. Methods and materials","content":"\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003e3.1. Research Design\u003c/h2\u003e \u003cp\u003eThis study investigated the teaching-learning process and community involvement in public pre-primary schools in the Amhara National Regional State of Ethiopia. To achieve this objective, we employed a mixed-method research approach, specifically a convergent parallel design. This design was chosen because relying solely on either qualitative or quantitative methods would not adequately address the research questions (Creswell, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). By integrating both quantitative and qualitative data, we were able to provide deeper insights than either approach could offer independently (Creswell \u0026amp; Creswell, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Fernandez \u0026amp; Azorin, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2011\u003c/span\u003e; McKim, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). This integration allowed us to compare the results of the two data sets to determine whether they confirm or contradict each other (Creswell, \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2014\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003e3.2. Sources of data and sampling\u003c/h2\u003e \u003cp\u003ePrimary data were collected from teachers, school principals, and woreda (district) education office experts. A multistage sampling strategy was used. Firstly, we randomly selected two zones and one city administration from the 12 zones and three city administrations in the Amhara regional state. Secondly, we sampled five woredas from each zone and five sub-cities from the city administration using simple random sampling techniques. Thirdly, two preprimary schools from each woreda (2*10\u0026thinsp;=\u0026thinsp;20) and three preprimary schools from each sub-city (5*3\u0026thinsp;=\u0026thinsp;15), totaling 35 preprimary schools, were included in the study. Finally, given the small number of preprimary school teachers, we included all 145 available teachers using a comprehensive sampling technique. Additionally, five principals and three district education experts were randomly selected for semi-structured in-depth interviews.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003e3.3. Data collection tools\u003c/h2\u003e \u003cp\u003eDeveloping and using well-structured data collection instruments is crucial to ensure the validity and reliability of research results. We employed three data collection tools: questionnaires, interviews, and observation.\u003c/p\u003e \u003cp\u003e \u003cb\u003eQuestionnaire\u003c/b\u003e: We administered a self-administered questionnaire to collect data from teachers. The questionnaire comprised 30 close-ended items designed to assess teaching methods/strategies used by teachers (11 items), availability of indoor and outdoor materials (6 items), appropriateness of indoor and outdoor equipment (5 items), and community involvement (8 items). To ensure the quality of the questionnaire and the study results, we followed a rigorous development process, including: (1) identifying items from the literature and formulating the first draft, (2) conducting face validity, (3) piloting the questionnaire, and (4) finalizing the questionnaire. Although initially developed in English, the questionnaire was translated into Amharic, the participants\u0026rsquo; native language, during the face validity stage to avoid language barriers. The pilot study results indicated a good level of internal consistency, with a reliability coefficient of (alpha\u0026thinsp;=\u0026thinsp;.860) (Field, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2013\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eReliability test of Items\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCategories of items\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo of items\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eReliability coefficient\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTeaching methods/strategies\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.787\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAvailability of indoor and outdoor materials\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.707\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAppropriateness of indoor and outdoor equipment\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.802\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCommunity involvement\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.874\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eTotal scores\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003e30\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003e.860\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eSemi-structured In-depth Interviews\u003c/strong\u003e \u003cp\u003eThe second data collection tool was interviews, which are widely used in qualitative research (Creswell, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2007\u003c/span\u003e, \u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2012\u003c/span\u003e; Merriam, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2009\u003c/span\u003e). Interviews help elicit views, opinions, problems, and expectations regarding the study issues, providing direct access to individuals\u0026rsquo; perceptions and experiences (Cohen et al., \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2007\u003c/span\u003e). We conducted semi-structured, in-depth interviews with three district education experts and five school principals to corroborate the data collected through the questionnaire and observation checklist. The interviews were conducted in Amharic, the participants' native language, as recommended by Merriam (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2009\u003c/span\u003e). During the interviews, we emphasized avoiding judgmental questions and allowing participants to provide unbiased responses without distorting their views (Cropley, \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). Both note-taking and audio recording were employed during the interviews.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eObservation\u003c/strong\u003e \u003cp\u003eObservations are a frequently used form of data collection. We conducted both indoor and outdoor observations using a predetermined checklist. The organization of classrooms, the supply of materials and equipment, and their arrangements were the main focus of the observations in all classrooms of each preschool. In the outdoor, we observed playgrounds, the supply, and the arrangement of play materials and equipment in all sampled schools. Details of the observation checklist are provided in Table\u0026nbsp;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e in the results section.\u003c/p\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003e3.4. Data analysis techniques\u003c/h2\u003e \u003cp\u003eWe utilized the Statistical Package for Social Sciences (SPSS) version 24 to analyze quantitative data collected from teachers. Statistical techniques such as percentage, frequency, mean, standard deviation, and a one-sample t-test were employed. Data on teaching methods were gathered via a five-point Likert scale questionnaire. Our interpretation of the results was based on mean scores and frequency/percentage values. For teaching methods, a mean score near 1 indicates that the method is never used in the preprimary teaching-learning process, while a mean near 2 suggests rare usage. Mean scores around 3, 4, and 5 imply that the method is used sometimes, often, or usually, respectively. The availability of indoor and outdoor materials was evaluated using a three-point Likert scale ranging from 0 (not available) to 2 (adequately available), along with an observation checklist (refer to Table\u0026nbsp;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e). Mean scores close to 0 indicate unavailability of the materials, while scores near 1 suggest inadequate availability. Scores close to 2 indicate that the materials are adequately available. The appropriateness of indoor and outdoor equipment and community involvement were assessed through a five-point Likert scale, where 1 denotes strong disagreement and 5 denotes strong agreement. Mean scores near 1 reflect strong disagreement regarding the appropriateness of the equipment, while scores near 5 indicate strong agreement. In all cases, a one-sample t-test was used to determine the significant difference between the expected mean and the actual/observed mean as per the test values.\u003c/p\u003e \u003cp\u003eThe qualitative data collected through interviews were analyzed using a thematic analysis strategy. The analysis process for interview data involved transcription, coding, and theme development. Initially, the interview audio recordings were repeatedly listened to, transcribed, and translated into English. Each transcript was systematically coded, page by page, to establish categories. The analysis process followed the stages of: (1) becoming familiar with the data, (2) coding, (3) generating initial themes, (4) reviewing themes, (5) developing themes, and (6) writing up (Braun \u0026amp; Clarke, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2006\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eFinally, the researchers employed a side-by-side comparison of the quantitative and qualitative results to check whether the two datasets converge or diverge. As Creswell (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) notes, in a convergent parallel design, a side-by-side analysis can compare the results emerging from the qualitative and quantitative data.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003e3.5. Ethical considerations\u003c/h2\u003e \u003cp\u003eThe College Review and Ethics Committee of the College of Education at the University of Gondar approved the study in 2022. Research participants were informed about the study's objectives, anonymity, and confidentiality issues to ensure voluntary participation. Voluntary participation was confirmed through consent. Codes such as Principal 1, 2, 3..., for school principals and Expert 1, 2, 3\u0026hellip; for district education experts/officers were used to address the direct quotes of the interview participants.\u003c/p\u003e \u003c/div\u003e"},{"header":"4. Results","content":"\u003cdiv id=\"Sec12\" class=\"Section2\"\u003e\n \u003ch2\u003e4.1. Most commonly employed teaching strategies in preprimary schools\u003c/h2\u003e\n \u003cdiv class=\"gridtable\"\u003e\n \u003cdiv class=\"colspec\" align=\"left\"\u003e\u0026nbsp;\u003c/div\u003e\n \u003ctable id=\"Tab2\" border=\"1\"\u003e\n \u003ccaption\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eMost commonly employed teaching strategies in preprimary schools\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth rowspan=\"2\" align=\"left\"\u003e\n \u003cp\u003eNo.\u003c/p\u003e\n \u003c/th\u003e\n \u003cth rowspan=\"2\" align=\"left\"\u003e\n \u003cp\u003eList of teaching strategies\u003c/p\u003e\n \u003c/th\u003e\n \u003cth colspan=\"2\" align=\"left\"\u003e\n \u003cp\u003eParticipants (N\u0026thinsp;=\u0026thinsp;145)\u003c/p\u003e\n \u003c/th\u003e\n \u003cth colspan=\"3\" align=\"left\"\u003e\n \u003cp\u003eOne-sample t-test (test value\u0026thinsp;=\u0026thinsp;3)\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eMean\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSD\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003et\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003edf\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSig. (2-tailed)\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePlay based explanation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.37\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.919\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e17.891\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e144\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTeam play learning\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.27\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.835\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e18.197\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e143\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eParticipatory explanation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.26\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.88\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e17.172\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e144\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePuzzling/riddles\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4.21\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.035\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e14.184\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e143\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eQuestion and Answer\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.99\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.968\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e12.139\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e142\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eLearning by doing\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.91\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0.889\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e12.251\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e142\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eGuided discussion\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.74\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.092\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e7.680\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e139\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e8\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eRole playing\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.63\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.130\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e6.810\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e143\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e9\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eIndividual play learning\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.56\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.142\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e5.891\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e144\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e10\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eStory telling\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.52\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.093\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e5.700\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e143\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e11\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eField trip\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2.86\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.344\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-1.238\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e143\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.218\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\" align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eAverage\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003e3.84\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003e1.029\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003ctfoot\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"7\"\u003e\u003cspan class=\"BoldItalicUnderline\"\u003eScales\u003c/span\u003e: \u003cstrong\u003e(1\u0026thinsp;=\u0026thinsp;never, 2\u0026thinsp;=\u0026thinsp;rarely, 3\u0026thinsp;=\u0026thinsp;sometimes, 4\u0026thinsp;=\u0026thinsp;often, 5\u0026thinsp;=\u0026thinsp;usually)\u003c/strong\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tfoot\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cp\u003eTable \u003cspan class=\"InternalRef\"\u003e2\u003c/span\u003e indicates that nearly all eleven items, with the exception of item 11, have mean scores approximating to 4. This suggests that teachers frequently employ those teaching strategies in preprimary schools. The one-sample t-test values further reveal that the mean scores for almost all items are significantly higher than the expected mean of 3.00, which corresponds to the occasional [sometimes] use of these teaching methods. Our findings regarding the predominant teaching methods in \u0026lsquo;O\u0026rsquo; class demonstrate that nearly all the strategies [\u003cem\u003eexcept field trip\u003c/em\u003e] recommended by the Ethiopian Ministry of Education are utilized frequently by teachers to enhance the learning opportunities for preschool children.\u003c/p\u003e\n \u003cp\u003eThe qualitative data obtained from school principals and district education experts corroborate the quantitative findings. For instance, one principal stated:\u003c/p\u003e\n \u003cdiv class=\"BlockQuote\"\u003e\n \u003cp\u003e\u003cem\u003eWhen I enter the classroom for supervision, I observe that teachers employ various teaching methods as guided by the curriculum. Predominantly, teachers use play-based instruction; at times, they provide directions; on other occasions, they instruct children to engage in play and learn through doing; and at other times, teachers facilitate learning through singing and riddles\u003c/em\u003e [\u003cem\u003ePrincipal 1\u003c/em\u003e].\u003c/p\u003e\n \u003c/div\u003e\n \u003cp\u003eThe district education expert echoed the principal\u0026rsquo;s observations, noting:\u003c/p\u003e\n \u003cdiv class=\"BlockQuote\"\u003e\n \u003cp\u003e\u003cem\u003eTeachers in preprimary schools [\u0026lsquo;O\u0026rsquo; class in this context] utilize a broad range of child-centered teaching methods that take into account the children\u0026rsquo;s learning styles, age, and pace of learning. Specifically, play-based explanation, individual play learning, storytelling, and question-and-answer sessions are the most commonly employed teaching methods in preprimary schools [Expert 1].\u003c/em\u003e\u003c/p\u003e\n \u003c/div\u003e\n \u003cp\u003eAnother interviewee emphasized the necessity of training teachers in preprimary education to ensure the implementation of appropriate teaching strategies. His personal evaluation reveals:\u003c/p\u003e\n \u003cdiv class=\"BlockQuote\"\u003e\n \u003cp\u003e\u003cem\u003eI believe that it is not feasible to consider the practice of appropriate teaching methods if the teachers are not graduates of early childhood education and care. In my school context, we have trained teachers who can effectively instruct the children by implementing various age-appropriate teaching methods such as fables, role play, outdoor play, indoor play, free play, and riddles [Principal 2].\u003c/em\u003e\u003c/p\u003e\n \u003c/div\u003e\n \u003cp\u003eThe participants not only discussed the most frequently employed teaching methods in their respective preprimary schools but also highlighted the positive changes observed in children due to the appropriate implementation of these strategies. One interviewee noted: \u0026ldquo;Implementing those teaching strategies [refer to the list of methods in Table \u003cspan class=\"InternalRef\"\u003e2\u003c/span\u003e] empowers children and enables them to utilize their potential to be creative and innovative\u0026rdquo; [Expert 1]. The following excerpts support this claim:\u003c/p\u003e\n \u003cdiv class=\"BlockQuote\"\u003e\n \u003cp\u003e\u003cem\u003eAs a result of the proper implementation of various teaching methods, children demonstrate what they have learned through singing. If you hear the children\u0026rsquo;s songs in English, Amharic, environmental, and mathematical concepts, you will be astonished and might hesitate to believe that such songs are truly expressed by children. \u0026hellip; [Pause]\u0026hellip; I believe this is due to the teachers\u0026rsquo; appropriate implementation of the teaching methods to instruct children [Principal 1].\u003c/em\u003e\u003c/p\u003e\n \u003c/div\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e\n \u003ch2\u003e4.2. Availability and adequacy of teaching materials in \u0026lsquo;O\u0026rsquo; class\u003c/h2\u003e\n \u003cp\u003eThe second research objective provides an observation about the availability and adequacy of some basic teaching learning materials for children in preprimary schools.\u003c/p\u003e\n \u003cdiv class=\"gridtable\"\u003e\n \u003cdiv class=\"colspec\" align=\"left\"\u003e\u0026nbsp;\u003c/div\u003e\n \u003ctable id=\"Tab3\" border=\"1\"\u003e\n \u003ccaption\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eTeachers perception about availability and adequacy of teaching materials in O-class\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth rowspan=\"2\" align=\"left\"\u003e\n \u003cp\u003eNo.\u003c/p\u003e\n \u003c/th\u003e\n \u003cth rowspan=\"2\" align=\"left\"\u003e\n \u003cp\u003eList of teaching and learning materials\u003c/p\u003e\n \u003c/th\u003e\n \u003cth colspan=\"2\" align=\"left\"\u003e\n \u003cp\u003eParticipants (N\u0026thinsp;=\u0026thinsp;145)\u003c/p\u003e\n \u003c/th\u003e\n \u003cth colspan=\"3\" align=\"left\"\u003e\n \u003cp\u003eOne-sample t-test (t-value\u0026thinsp;=\u0026thinsp;1)\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eM\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSD\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003et-value\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003edf\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSig. (2-tailed)\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003ePreprimary school curriculum/syllabus\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.700\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.324\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e144\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.001\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eTeacher\u0026rsquo;s guide\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.36\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.674\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e6.416\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e144\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eChildren text books\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.90\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.758\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-1.535\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e144\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.127\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eChildren\u0026rsquo;s reading, fairy tale and pictorial books\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.06\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.720\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.930\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e144\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.354\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eIndoor play materials(toys, number pads and signs, pictures, newsletters\u0026hellip; ) are available in the classroom\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.08\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.661\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.507\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e144\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.134\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eOutdoor play objects such as balls, tires, Swing, Slip, ladder, sneak peeks, sand box, balance\u0026hellip;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.06\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.743\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.894\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e144\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.373\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eAverage\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003e1.10\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003e.709\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003ctfoot\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"7\"\u003e\u003cspan class=\"BoldItalicUnderline\"\u003eScales\u003c/span\u003e \u003cstrong\u003e= (0\u0026thinsp;=\u0026thinsp;Unavailable, 1\u0026thinsp;=\u0026thinsp;inadequately available, 2\u0026thinsp;=\u0026thinsp;adequately available)\u003c/strong\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tfoot\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cp\u003eTable \u003cspan class=\"InternalRef\"\u003e3\u003c/span\u003e reveals that the mean scores for the majority of items (specifically items 3\u0026ndash;6) are close to 1, the expected mean. This suggests that teachers perceive the availability of essential teaching and learning materials\u0026mdash;such as children\u0026rsquo;s textbooks, reading materials, fairy tale and pictorial books, and indoor and outdoor play objects\u0026mdash;as \u003cem\u003einadequate\u003c/em\u003e in preprimary schools. The one-sample t-test further indicates that the mean scores for these specified items do not significantly differ from the expected mean, M\u0026thinsp;=\u0026thinsp;1.00. However, the data for the first and second items indicate that the preprimary school curriculum/syllabus (M\u0026thinsp;=\u0026thinsp;1.19, SD\u0026thinsp;=\u0026thinsp;.700, p-value\u0026thinsp;=\u0026thinsp;.001) and teachers\u0026rsquo; guide (M\u0026thinsp;=\u0026thinsp;13.6, SD\u0026thinsp;=\u0026thinsp;.674, p-value\u0026thinsp;=\u0026thinsp;.000) are perceived by teachers to be adequately available.\u003c/p\u003e\n \u003cp\u003eThe respondents\u0026rsquo; perceptions align with the observational data collected from 35 preprimary schools. As illustrated in Fig.\u0026nbsp;1, the observational data regarding the availability and adequacy of teaching and learning materials confirm that the majority of the observed preprimary schools lack necessary resources such as reading materials, fairy tale and pictorial books, children\u0026rsquo;s textbooks, indoor play materials (toys, number pads and signs, pictures, newsletters), shelves for children\u0026rsquo;s materials, outdoor play objects (balls, tires, swings, slides, ladders, sandboxes, balance beams), and essential educational directives (such as preprimary education directives and directives for visually, hearing, and mentally impaired children).\u003c/p\u003e\n \u003cp\u003eIndeed, the data indicates the availability of some common teaching and learning materials, such as teachers\u0026rsquo; guides, chairs and tables for children, and blackboards in the majority of the observed schools (see Fig.\u0026nbsp;1). However, all three sets of data (interview, questionnaire, and observation) confirm that preprimary schools are operating under conditions of acute shortage of essential inputs for children\u0026rsquo;s learning.\u003c/p\u003e\n \u003cp\u003eOur reflection notes during the field observation categorized preprimary schools into three groups based on the availability and adequacy of teaching and learning materials. The first group of schools had adequate resources. These schools were somewhat attractive, neat, and separated from the primary school by a fence. They were supported by NGOs and other donors. The interview data from school principals corroborate our observational evaluation. One interviewee noted:\u003c/p\u003e\n \u003cdiv class=\"BlockQuote\"\u003e\n \u003cp\u003e\u003cem\u003eOur preprimary school is supported by World Vision Ethiopia. As a result, the school has adequate indoor and outdoor learning materials and facilities. This enables the school to provide a conducive internal and external teaching and learning environment for children and teachers [Principal 4].\u003c/em\u003e\u003c/p\u003e\n \u003c/div\u003e\n \u003cp\u003eAnother participant compared two preprimary school centers: one suffering from a chronic shortage of inputs and the other with better resource access due to external support from donors. The following excerpt illustrates the principal\u0026rsquo;s comparison.\u003c/p\u003e\n \u003cdiv class=\"BlockQuote\"\u003e\n \u003cp\u003e\u003cem\u003eDespite our efforts, we face a persistent issue with both indoor and outdoor equipment. The regular preprimary school is deficient in essential teaching and learning materials such as chairs, tables, cupboards, outdoor play items (balls, tires, swings, slides, ladders, sandboxes, or balance beams, and stationery equipment, including markers, whiteboards, colored pencils, and paper. We also do not have a designated area for the children learning and playing. In contrast, our satellite center, established for internally displaced children at Kebero Meda Camp, is comparatively better equipped as it receives the essential teaching learning resources from various donors [Principal 1].\u003c/em\u003e\u003c/p\u003e\n \u003c/div\u003e\n \u003cp\u003eThe second category of schools possesses at least the minimum required indoor and outdoor teaching and playing materials for children. These schools have been more successful in mobilizing resources from the community. However, the last group of preprimary schools lacks teaching and learning materials, with only classrooms, children, and teachers available. The classrooms are often dirty, and children are forced to sit on the floor and stones. The district education office expert\u0026rsquo;s description aptly illustrates the situation of this third group of preprimary schools.\u003c/p\u003e\n \u003cdiv class=\"BlockQuote\"\u003e\n \u003cp\u003e\u003cem\u003eIn our district, there is a significant shortage of materials, both inside and outside the schools, which hampers the effective implementation of the teaching-learning process. Consequently, preprimary schools are compelled to conduct the teaching-learning process without the requisite teaching and learning materials. In numerous schools that I, as an expert, have personally observed, there is a notable absence of teaching materials such as letters, numbers, and pictures within the classrooms, as well as outdoor play equipment like tires, swings, slides, ladders, and sandboxes (Expert 3).\u003c/em\u003e\u003c/p\u003e\n \u003c/div\u003e\n \u003cp\u003eThe cumulative data from observations, interviews, and questionnaires indicate that the existing teaching materials in public preprimary schools are insufficient to effectively carryout the teaching-learning process, especially when compared to private schools.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec14\" class=\"Section2\"\u003e\n \u003ch2\u003e4.3. Appropriateness of indoor and outdoor equipment for preprimary school children\u003c/h2\u003e\n \u003cdiv class=\"gridtable\"\u003e\n \u003cdiv class=\"colspec\" align=\"left\"\u003e\u0026nbsp;\u003c/div\u003e\n \u003ctable id=\"Tab4\" border=\"1\"\u003e\n \u003ccaption\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eTeachers\u0026rsquo; perception about the appropriateness of indoor and outdoor equipment\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth rowspan=\"2\" align=\"left\"\u003e\n \u003cp\u003eNo.\u003c/p\u003e\n \u003c/th\u003e\n \u003cth rowspan=\"2\" align=\"left\"\u003e\n \u003cp\u003eList of items\u003c/p\u003e\n \u003c/th\u003e\n \u003cth colspan=\"2\" align=\"left\"\u003e\n \u003cp\u003eParticipants (N\u0026thinsp;=\u0026thinsp;145)\u003c/p\u003e\n \u003c/th\u003e\n \u003cth colspan=\"3\" align=\"left\"\u003e\n \u003cp\u003eOne-sample t-test (t-value\u0026thinsp;=\u0026thinsp;3)\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eMean\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSD\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eT\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003edf\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSig. (2- tailed)\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eThe available indoor materials are appropriate for children\u0026rsquo;s overall development\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.82\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.171\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e8.371\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e144\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eThe available indoor materials provide with creativity opportunities to children\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.96\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.175\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e9.779\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e144\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eThe available outdoor materials are appropriate for children\u0026rsquo;s overall development\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.56\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.276\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2.199\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e144\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.030\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eThe available outdoor materials provide with creativity opportunities to children\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.71\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.291\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e6.628\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e144\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eAppropriate teaching aids are available to support children with special needs (e.g., gifted, gender, disability, etc.)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.01\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.500\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.993\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e144\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.322\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eAverage\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003e3.66\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003e1.282\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003ctfoot\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"7\"\u003e\u003cspan class=\"BoldItalicUnderline\"\u003eScales\u003c/span\u003e \u003cstrong\u003e(1\u0026thinsp;=\u0026thinsp;Strongly Disagree, 2\u0026thinsp;=\u0026thinsp;Disagree, 3\u0026thinsp;=\u0026thinsp;Undecided, 4\u0026thinsp;=\u0026thinsp;Agree, 5\u0026thinsp;=\u0026thinsp;Strongly Agree)\u003c/strong\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tfoot\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cp\u003eTable \u003cspan class=\"InternalRef\"\u003e4\u003c/span\u003e illustrates that the one-sample t-test scores for the first four consecutive items significantly higher from the expected average mean (M\u0026thinsp;=\u0026thinsp;3.00). This deviation suggests that teachers perceive the available indoor and outdoor equipment [\u003cem\u003eexcept their inadequacy\u003c/em\u003e] as appropriate for the overall development (social, emotional, cognitive, and motor) of children in preprimary schools, as reflected in the mean scores of these four items. However, for the last item, teachers exhibit a neutral perception (M\u0026thinsp;=\u0026thinsp;3.01, SD\u0026thinsp;=\u0026thinsp;1.5, t\u0026thinsp;=\u0026thinsp;0.993, df\u0026thinsp;=\u0026thinsp;144, p\u0026thinsp;\u0026gt;\u0026thinsp;0.05), indicating that they do not believe appropriate teaching aids are available to support children with special needs (e.g., gifted and talented, gender, disability). The views of interview participants corroborate the teachers\u0026rsquo; perspectives.\u003c/p\u003e\n \u003cdiv class=\"BlockQuote\"\u003e\n \u003cp\u003e\u003cem\u003eRegarding the appropriateness of the existing teaching materials, it can be stated that, despite the shortage of indoor and outdoor equipment, the available materials in preprimary schools are deemed suitable for supporting children\u0026rsquo;s learning based on their age, language, ability, and curiosity. This suitability aids in the successful implementation of the curriculum [Expert 1].\u003c/em\u003e\u003c/p\u003e\n \u003c/div\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec15\" class=\"Section2\"\u003e\n \u003ch2\u003e4.4. The physical learning environment conduciveness of preprimary schools\u003c/h2\u003e\n \u003cp\u003eConducive learning environment plays a crucial role in children\u0026rsquo;s learning.\u003c/p\u003e\n \u003cdiv class=\"gridtable\"\u003e\n \u003cdiv class=\"colspec\" align=\"left\"\u003e\u0026nbsp;\u003c/div\u003e\n \u003cdiv class=\"colspec\" align=\"left\"\u003e\u003cstrong\u003eTable 5.\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/strong\u003e\u003cem\u003eConduciveness of preprimary schools\u0026rsquo; physical learning environment\u003c/em\u003e\u003c/div\u003e\n \u003ctable style=\"width:100.0%;border-collapse:collapse;border:none;\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"4\" style=\"width: 100%;border-top: none;border-left: none;border-bottom: 1.5pt solid windowtext;border-right: 1pt solid windowtext;background: white;padding: 0in;height: 17.55pt;vertical-align: bottom;\"\u003e\u003cbr\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" style=\"width: 69.38%;border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1.5pt double windowtext;background: white;padding: 0in;height: 7.45pt;vertical-align: top;\"\u003e\n \u003cp style='margin:0in;font-size:15px;font-family:\"Calibri\",sans-serif;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;color:black;'\u003eList of items\u0026nbsp;\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd colspan=\"3\" style=\"width: 30.62%;border: none;background: white;padding: 0in;height: 7.45pt;vertical-align: bottom;\"\u003e\n \u003cp style='margin:0in;font-size:15px;font-family:\"Calibri\",sans-serif;text-align:center;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;color:#264A60;'\u003eObservation response (N=35)\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 15.14%;border-top: 1pt solid windowtext;border-left: none;border-bottom: 1.5pt double windowtext;border-right: none;background: white;padding: 0in;height: 7.95pt;vertical-align: bottom;\"\u003e\n \u003cp style='margin:0in;font-size:15px;font-family:\"Calibri\",sans-serif;text-align:center;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;color:#264A60;'\u003eYes\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15.26%;border-top: 1pt solid windowtext;border-left: none;border-bottom: 1.5pt double windowtext;border-right: 1pt solid rgb(224, 224, 224);background: white;padding: 0in;height: 7.95pt;vertical-align: bottom;\"\u003e\n \u003cp style='margin:0in;font-size:15px;font-family:\"Calibri\",sans-serif;text-align:center;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;color:#264A60;'\u003eNo\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"border:none;padding:0in 0in 0in 0in;\"\u003e\n \u003cp style='margin-top:0in;margin-right:0in;margin-bottom:8.0pt;margin-left:0in;font-size:11.0pt;font-family:\"Calibri\",sans-serif;'\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 69.38%;border: none;padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin:0in;font-size:15px;font-family:\"Calibri\",sans-serif;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;'\u003eThe school is located near to the residence of children\u0026nbsp;\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15.14%;border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid rgb(174, 174, 174);background: rgb(244, 176, 131);padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin-top:0in;margin-right:3.0pt;margin-bottom:0in;margin-left:3.0pt;font-size:11.0pt;font-family:\"Calibri\",sans-serif;text-align:right;line-height:16.0pt;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;color:#010205;'\u003e33(94.3%)\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15.26%;border-top: none;border-left: none;border-bottom: 1pt solid rgb(174, 174, 174);border-right: 1pt solid rgb(224, 224, 224);background: white;padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin-top:0in;margin-right:3.0pt;margin-bottom:0in;margin-left:3.0pt;font-size:11.0pt;font-family:\"Calibri\",sans-serif;text-align:right;line-height:16.0pt;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;color:#010205;'\u003e2(5.7%)\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"border:none;padding:0in 0in 0in 0in;\"\u003e\n \u003cp style='margin-top:0in;margin-right:0in;margin-bottom:8.0pt;margin-left:0in;font-size:11.0pt;font-family:\"Calibri\",sans-serif;'\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 69.38%;border: none;padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin:0in;font-size:15px;font-family:\"Calibri\",sans-serif;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;'\u003eThe classroom is located at easily identifiable area by children \u0026nbsp; \u0026nbsp;\u0026nbsp;\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15.14%;border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid rgb(174, 174, 174);background: rgb(244, 176, 131);padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin-top:0in;margin-right:3.0pt;margin-bottom:0in;margin-left:3.0pt;font-size:11.0pt;font-family:\"Calibri\",sans-serif;text-align:right;line-height:16.0pt;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;color:#010205;'\u003e29(82.9%)\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15.26%;border-top: none;border-left: none;border-bottom: 1pt solid rgb(174, 174, 174);border-right: 1pt solid rgb(224, 224, 224);background: white;padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin-top:0in;margin-right:3.0pt;margin-bottom:0in;margin-left:3.0pt;font-size:11.0pt;font-family:\"Calibri\",sans-serif;text-align:right;line-height:16.0pt;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;color:#010205;'\u003e6(17.1%)\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"border:none;padding:0in 0in 0in 0in;\"\u003e\n \u003cp style='margin-top:0in;margin-right:0in;margin-bottom:8.0pt;margin-left:0in;font-size:11.0pt;font-family:\"Calibri\",sans-serif;'\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 69.38%;border: none;padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin:0in;font-size:15px;font-family:\"Calibri\",sans-serif;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;'\u003eThe classroom is furnished with child-sized tables/chairs\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15.14%;border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid rgb(174, 174, 174);background: rgb(244, 176, 131);padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin-top:0in;margin-right:3.0pt;margin-bottom:0in;margin-left:3.0pt;font-size:11.0pt;font-family:\"Calibri\",sans-serif;text-align:right;line-height:16.0pt;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;color:#010205;'\u003e21(60.0%)\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15.26%;border-top: none;border-left: none;border-bottom: 1pt solid rgb(174, 174, 174);border-right: 1pt solid rgb(224, 224, 224);background: white;padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin-top:0in;margin-right:3.0pt;margin-bottom:0in;margin-left:3.0pt;font-size:11.0pt;font-family:\"Calibri\",sans-serif;text-align:right;line-height:16.0pt;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;color:#010205;'\u003e14(40.0%)\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"border:none;padding:0in 0in 0in 0in;\"\u003e\n \u003cp style='margin-top:0in;margin-right:0in;margin-bottom:8.0pt;margin-left:0in;font-size:11.0pt;font-family:\"Calibri\",sans-serif;'\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 69.38%;border: none;padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin:0in;font-size:15px;font-family:\"Calibri\",sans-serif;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;'\u003eThe classroom is equipped with adequate learning materials\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15.14%;border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid rgb(174, 174, 174);background: white;padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin-top:0in;margin-right:3.0pt;margin-bottom:0in;margin-left:3.0pt;font-size:11.0pt;font-family:\"Calibri\",sans-serif;text-align:right;line-height:16.0pt;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;color:#010205;'\u003e12(34.3%)\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15.26%;border-top: none;border-left: none;border-bottom: 1pt solid rgb(174, 174, 174);border-right: 1pt solid rgb(224, 224, 224);background: rgb(244, 176, 131);padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin-top:0in;margin-right:3.0pt;margin-bottom:0in;margin-left:3.0pt;font-size:11.0pt;font-family:\"Calibri\",sans-serif;text-align:right;line-height:16.0pt;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;color:#010205;'\u003e23(65.7%)\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"border:none;padding:0in 0in 0in 0in;\"\u003e\n \u003cp style='margin-top:0in;margin-right:0in;margin-bottom:8.0pt;margin-left:0in;font-size:11.0pt;font-family:\"Calibri\",sans-serif;'\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 69.38%;border: none;padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin:0in;font-size:15px;font-family:\"Calibri\",sans-serif;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;'\u003eThe classroom is furnished with adequate playing objects\u0026nbsp;\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15.14%;border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid rgb(174, 174, 174);background: white;padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin-top:0in;margin-right:3.0pt;margin-bottom:0in;margin-left:3.0pt;font-size:11.0pt;font-family:\"Calibri\",sans-serif;text-align:right;line-height:16.0pt;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;color:#010205;'\u003e13(37.1%)\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15.26%;border-top: none;border-left: none;border-bottom: 1pt solid rgb(174, 174, 174);border-right: 1pt solid rgb(224, 224, 224);background: rgb(244, 176, 131);padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin-top:0in;margin-right:3.0pt;margin-bottom:0in;margin-left:3.0pt;font-size:11.0pt;font-family:\"Calibri\",sans-serif;text-align:right;line-height:16.0pt;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;color:#010205;'\u003e22(62.9%)\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"border:none;padding:0in 0in 0in 0in;\"\u003e\n \u003cp style='margin-top:0in;margin-right:0in;margin-bottom:8.0pt;margin-left:0in;font-size:11.0pt;font-family:\"Calibri\",sans-serif;'\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 69.38%;border: none;padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin:0in;font-size:15px;font-family:\"Calibri\",sans-serif;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;'\u003eThe classroom is neat and safe to children\u0026rsquo;s learning\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15.14%;border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid rgb(174, 174, 174);background: white;padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin-top:0in;margin-right:3.0pt;margin-bottom:0in;margin-left:3.0pt;font-size:11.0pt;font-family:\"Calibri\",sans-serif;text-align:right;line-height:16.0pt;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;color:#010205;'\u003e17(48.6%)\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15.26%;border-top: none;border-left: none;border-bottom: 1pt solid rgb(174, 174, 174);border-right: 1pt solid rgb(224, 224, 224);background: rgb(244, 176, 131);padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin-top:0in;margin-right:3.0pt;margin-bottom:0in;margin-left:3.0pt;font-size:11.0pt;font-family:\"Calibri\",sans-serif;text-align:right;line-height:16.0pt;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;color:#010205;'\u003e18(51.4%)\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"border:none;padding:0in 0in 0in 0in;\"\u003e\n \u003cp style='margin-top:0in;margin-right:0in;margin-bottom:8.0pt;margin-left:0in;font-size:11.0pt;font-family:\"Calibri\",sans-serif;'\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 69.38%;border: none;padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin:0in;font-size:15px;font-family:\"Calibri\",sans-serif;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;'\u003eBasic sanitary inputs are available to all children\u0026nbsp;\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15.14%;border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid rgb(174, 174, 174);background: white;padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin-top:0in;margin-right:3.0pt;margin-bottom:0in;margin-left:3.0pt;font-size:11.0pt;font-family:\"Calibri\",sans-serif;text-align:right;line-height:16.0pt;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;color:#010205;'\u003e2(5.7%)\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15.26%;border-top: none;border-left: none;border-bottom: 1pt solid rgb(174, 174, 174);border-right: 1pt solid rgb(224, 224, 224);background: rgb(244, 176, 131);padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin-top:0in;margin-right:3.0pt;margin-bottom:0in;margin-left:3.0pt;font-size:11.0pt;font-family:\"Calibri\",sans-serif;text-align:right;line-height:16.0pt;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;color:#010205;'\u003e33(94.3%)\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"border:none;padding:0in 0in 0in 0in;\"\u003e\n \u003cp style='margin-top:0in;margin-right:0in;margin-bottom:8.0pt;margin-left:0in;font-size:11.0pt;font-family:\"Calibri\",sans-serif;'\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 69.38%;border: none;padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin:0in;font-size:15px;font-family:\"Calibri\",sans-serif;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;'\u003eThe classroom has adequate space for child movement \u0026nbsp; \u0026nbsp; \u0026nbsp;\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15.14%;border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid rgb(174, 174, 174);background: white;padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin-top:0in;margin-right:3.0pt;margin-bottom:0in;margin-left:3.0pt;font-size:11.0pt;font-family:\"Calibri\",sans-serif;text-align:right;line-height:16.0pt;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;color:#010205;'\u003e17(48.6%)\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15.26%;border-top: none;border-left: none;border-bottom: 1pt solid rgb(174, 174, 174);border-right: 1pt solid rgb(224, 224, 224);background: rgb(244, 176, 131);padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin-top:0in;margin-right:3.0pt;margin-bottom:0in;margin-left:3.0pt;font-size:11.0pt;font-family:\"Calibri\",sans-serif;text-align:right;line-height:16.0pt;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;color:#010205;'\u003e18(51.4%)\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"border:none;padding:0in 0in 0in 0in;\"\u003e\n \u003cp style='margin-top:0in;margin-right:0in;margin-bottom:8.0pt;margin-left:0in;font-size:11.0pt;font-family:\"Calibri\",sans-serif;'\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 69.38%;border: none;padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin:0in;font-size:15px;font-family:\"Calibri\",sans-serif;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;'\u003eThe playground is free from accidental things\u0026nbsp;\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15.14%;border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid rgb(174, 174, 174);background: white;padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin-top:0in;margin-right:3.0pt;margin-bottom:0in;margin-left:3.0pt;font-size:11.0pt;font-family:\"Calibri\",sans-serif;text-align:right;line-height:16.0pt;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;color:#010205;'\u003e16(45.7%)\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15.26%;border-top: none;border-left: none;border-bottom: 1pt solid rgb(174, 174, 174);border-right: 1pt solid rgb(224, 224, 224);background: rgb(244, 176, 131);padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin-top:0in;margin-right:3.0pt;margin-bottom:0in;margin-left:3.0pt;font-size:11.0pt;font-family:\"Calibri\",sans-serif;text-align:right;line-height:16.0pt;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;color:#010205;'\u003e19(54.3%)\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"border:none;padding:0in 0in 0in 0in;\"\u003e\n \u003cp style='margin-top:0in;margin-right:0in;margin-bottom:8.0pt;margin-left:0in;font-size:11.0pt;font-family:\"Calibri\",sans-serif;'\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 69.38%;border: none;padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin:0in;font-size:15px;font-family:\"Calibri\",sans-serif;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;'\u003eThere is resting/sleeping room to children\u0026nbsp;\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15.14%;border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid rgb(174, 174, 174);background: white;padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin-top:0in;margin-right:3.0pt;margin-bottom:0in;margin-left:3.0pt;font-size:11.0pt;font-family:\"Calibri\",sans-serif;text-align:right;line-height:16.0pt;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;color:#010205;'\u003e9(25.7%)\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15.26%;border-top: none;border-left: none;border-bottom: 1pt solid rgb(174, 174, 174);border-right: 1pt solid rgb(224, 224, 224);background: rgb(244, 176, 131);padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin-top:0in;margin-right:3.0pt;margin-bottom:0in;margin-left:3.0pt;font-size:11.0pt;font-family:\"Calibri\",sans-serif;text-align:right;line-height:16.0pt;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;color:#010205;'\u003e26(74.3%)\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"border:none;padding:0in 0in 0in 0in;\"\u003e\n \u003cp style='margin-top:0in;margin-right:0in;margin-bottom:8.0pt;margin-left:0in;font-size:11.0pt;font-family:\"Calibri\",sans-serif;'\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 69.38%;border: none;padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin:0in;font-size:15px;font-family:\"Calibri\",sans-serif;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;'\u003eThe outside environment is arranged with adequate playing objects \u0026nbsp;\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15.14%;border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid rgb(174, 174, 174);background: white;padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin-top:0in;margin-right:3.0pt;margin-bottom:0in;margin-left:3.0pt;font-size:11.0pt;font-family:\"Calibri\",sans-serif;text-align:right;line-height:16.0pt;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;color:#010205;'\u003e10(28.6%)\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15.26%;border-top: none;border-left: none;border-bottom: 1pt solid rgb(174, 174, 174);border-right: 1pt solid rgb(224, 224, 224);background: rgb(244, 176, 131);padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin-top:0in;margin-right:3.0pt;margin-bottom:0in;margin-left:3.0pt;font-size:11.0pt;font-family:\"Calibri\",sans-serif;text-align:right;line-height:16.0pt;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;color:#010205;'\u003e25(71.4%)\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"border:none;padding:0in 0in 0in 0in;\"\u003e\n \u003cp style='margin-top:0in;margin-right:0in;margin-bottom:8.0pt;margin-left:0in;font-size:11.0pt;font-family:\"Calibri\",sans-serif;'\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 69.38%;border: none;padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin:0in;font-size:15px;font-family:\"Calibri\",sans-serif;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;'\u003eThere is dining room for children \u0026nbsp;\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15.14%;border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid rgb(174, 174, 174);background: white;padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin-top:0in;margin-right:3.0pt;margin-bottom:0in;margin-left:3.0pt;font-size:11.0pt;font-family:\"Calibri\",sans-serif;text-align:right;line-height:16.0pt;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;color:#010205;'\u003e9(25.7%)\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15.26%;border-top: none;border-left: none;border-bottom: 1pt solid rgb(174, 174, 174);border-right: 1pt solid rgb(224, 224, 224);background: rgb(244, 176, 131);padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin-top:0in;margin-right:3.0pt;margin-bottom:0in;margin-left:3.0pt;font-size:11.0pt;font-family:\"Calibri\",sans-serif;text-align:right;line-height:16.0pt;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;color:#010205;'\u003e26(74.3%)\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"border:none;padding:0in 0in 0in 0in;\"\u003e\n \u003cp style='margin-top:0in;margin-right:0in;margin-bottom:8.0pt;margin-left:0in;font-size:11.0pt;font-family:\"Calibri\",sans-serif;'\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 69.38%;border: none;padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin:0in;font-size:15px;font-family:\"Calibri\",sans-serif;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;'\u003eClean pipe water is available for drink \u0026nbsp; \u0026nbsp;\u0026nbsp;\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15.14%;border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid rgb(174, 174, 174);background: white;padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin-top:0in;margin-right:3.0pt;margin-bottom:0in;margin-left:3.0pt;font-size:11.0pt;font-family:\"Calibri\",sans-serif;text-align:right;line-height:16.0pt;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;color:#010205;'\u003e7(20.0%)\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15.26%;border-top: none;border-left: none;border-bottom: 1pt solid rgb(174, 174, 174);border-right: 1pt solid rgb(224, 224, 224);background: rgb(244, 176, 131);padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin-top:0in;margin-right:3.0pt;margin-bottom:0in;margin-left:3.0pt;font-size:11.0pt;font-family:\"Calibri\",sans-serif;text-align:right;line-height:16.0pt;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;color:#010205;'\u003e28(80.0%)\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"border:none;padding:0in 0in 0in 0in;\"\u003e\n \u003cp style='margin-top:0in;margin-right:0in;margin-bottom:8.0pt;margin-left:0in;font-size:11.0pt;font-family:\"Calibri\",sans-serif;'\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 69.38%;border: none;padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin:0in;font-size:15px;font-family:\"Calibri\",sans-serif;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;'\u003eFirst-aid equipment are adequately available in the school\u0026nbsp;\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15.14%;border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid rgb(174, 174, 174);background: white;padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin-top:0in;margin-right:3.0pt;margin-bottom:0in;margin-left:3.0pt;font-size:11.0pt;font-family:\"Calibri\",sans-serif;text-align:right;line-height:16.0pt;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;color:#010205;'\u003e1(2.9%)\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15.26%;border-top: none;border-left: none;border-bottom: 1pt solid rgb(174, 174, 174);border-right: 1pt solid rgb(224, 224, 224);background: rgb(244, 176, 131);padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin-top:0in;margin-right:3.0pt;margin-bottom:0in;margin-left:3.0pt;font-size:11.0pt;font-family:\"Calibri\",sans-serif;text-align:right;line-height:16.0pt;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;color:#010205;'\u003e34(97.1%)\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"border:none;padding:0in 0in 0in 0in;\"\u003e\n \u003cp style='margin-top:0in;margin-right:0in;margin-bottom:8.0pt;margin-left:0in;font-size:11.0pt;font-family:\"Calibri\",sans-serif;'\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 69.38%;border: none;padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin:0in;font-size:15px;font-family:\"Calibri\",sans-serif;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;'\u003eThe classroom is constructed considering children with disability\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15.14%;border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1pt solid rgb(174, 174, 174);background: white;padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin-top:0in;margin-right:3.0pt;margin-bottom:0in;margin-left:3.0pt;font-size:11.0pt;font-family:\"Calibri\",sans-serif;text-align:right;line-height:16.0pt;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;color:#010205;'\u003e7(20.0%)\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15.26%;border-top: none;border-left: none;border-bottom: 1pt solid rgb(174, 174, 174);border-right: 1pt solid rgb(224, 224, 224);background: rgb(244, 176, 131);padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin-top:0in;margin-right:3.0pt;margin-bottom:0in;margin-left:3.0pt;font-size:11.0pt;font-family:\"Calibri\",sans-serif;text-align:right;line-height:16.0pt;'\u003e\u003cspan style='font-size:16px;font-family:\"Times New Roman\",serif;color:#010205;'\u003e28(80.0%)\u003c/span\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"border:none;padding:0in 0in 0in 0in;\"\u003e\n \u003cp style='margin-top:0in;margin-right:0in;margin-bottom:8.0pt;margin-left:0in;font-size:11.0pt;font-family:\"Calibri\",sans-serif;'\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd style=\"width: 69.38%;border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1.5pt double windowtext;background: white;padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin:0in;font-size:15px;font-family:\"Calibri\",sans-serif;text-align:right;'\u003e\u003cstrong\u003e\u003cspan style='font-size:16px;font-family: \"Times New Roman\",serif;color:black;'\u003eAverage\u0026nbsp;\u003c/span\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15.14%;border-top: none;border-right: none;border-left: none;border-image: initial;border-bottom: 1.5pt double windowtext;background: white;padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin:0in;font-size:15px;font-family:\"Calibri\",sans-serif;text-align:center;'\u003e\u003cstrong\u003e\u003cspan style='font-size:16px;font-family: \"Times New Roman\",serif;color:#010205;'\u003e14(38.6%)\u003c/span\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"width: 15.26%;border-top: none;border-left: none;border-bottom: 1.5pt double windowtext;border-right: 1pt solid rgb(224, 224, 224);background: white;padding: 0in;vertical-align: top;\"\u003e\n \u003cp style='margin:0in;font-size:15px;font-family:\"Calibri\",sans-serif;text-align:center;'\u003e\u003cstrong\u003e\u003cspan style='font-size:16px;font-family: \"Times New Roman\",serif;color:#010205;'\u003e21(61.4%)\u003c/span\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd style=\"border:none;padding:0in 0in 0in 0in;\"\u003e\n \u003cp style='margin-top:0in;margin-right:0in;margin-bottom:8.0pt;margin-left:0in;font-size:11.0pt;font-family:\"Calibri\",sans-serif;'\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cp\u003eTable \u003cspan class=\"InternalRef\"\u003e5\u003c/span\u003e indicates that the majority of the observed preprimary schools were considered conducive in terms of their location, being close to the residences of children and situated in easily identifiable areas within the school compound. These schools also had a relatively adequate number of child-sized chairs and tables, making them conducive for children.\u003c/p\u003e\n \u003cp\u003eHowever, in other measures of the conduciveness of the physical environment, the majority of the schools (more than 61%) lacked the necessary resources to be considered conducive. Specifically, a significant number of preprimary schools did not have adequate learning materials and play objects; the classrooms were not neat or safe for children\u0026rsquo;s learning, and they lacked sufficient space for children\u0026rsquo;s movement. Additionally, these schools did not have basic sanitary inputs, resting/sleeping and dining rooms, clean piped water, or first-aid equipment. The playgrounds of many schools were not free from hazardous objects, and the classrooms were not constructed with considerations for children with disabilities.\u003c/p\u003e\n \u003cp\u003eThese conditions indicate that the physical environment of most preprimary schools was not conducive to successful learning and play for children. One interviewee reflected on the conduciveness of preprimary school compounds, stating that in most schools, there are no compounds reserved solely for preprimary school children. Both preprimary and primary schools are located in the same area without a fence separating the children from primary school students, which creates difficulties for children to move around the campus freely. Furthermore, the majority of schools in the district are unable to provide adequate basic services such as water, toilets, medical services, and libraries for children. All these issues contribute to an unconducive learning environment for children.\u003c/p\u003e\n\u003c/div\u003e\n\u003cdiv id=\"Sec16\" class=\"Section2\"\u003e\n \u003ch2\u003e4.5. Community involvement\u003c/h2\u003e\n \u003cp\u003eAs shown in Table \u003cspan class=\"InternalRef\"\u003e6\u003c/span\u003e, the result of a one-sample t-test indicates that the mean score of teachers on the role of the community in supporting instructional programs (M\u0026thinsp;=\u0026thinsp;3.34) is higher than the expected mean value (M\u0026thinsp;=\u0026thinsp;3.00) at (t\u0026thinsp;=\u0026thinsp;3.630, df\u0026thinsp;=\u0026thinsp;144, p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). This reveals that teachers positively perceive that community members are actively participating in supporting instructional programs in preprimary schools by providing a conducive environment for study and helping their children with homework and assignments.\u003c/p\u003e\n \u003cdiv class=\"gridtable\"\u003e\n \u003cdiv class=\"colspec\" align=\"left\"\u003e\u0026nbsp;\u003c/div\u003e\n \u003ctable id=\"Tab6\" border=\"1\"\u003e\n \u003ccaption\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eTeachers perception about the level of community participation in preprimary schools\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth rowspan=\"2\" align=\"left\"\u003e\n \u003cp\u003eCommunity participation dimensions\u003c/p\u003e\n \u003c/th\u003e\n \u003cth colspan=\"2\" align=\"left\"\u003e\n \u003cp\u003eParticipants (N\u0026thinsp;=\u0026thinsp;145)\u003c/p\u003e\n \u003c/th\u003e\n \u003cth colspan=\"3\" align=\"left\"\u003e\n \u003cp\u003eOne-sample t-test (test value\u0026thinsp;=\u0026thinsp;3)\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eMean\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eStd.\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003et-value\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003edf\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eSig.(2-tailed)\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSupporting instructional program\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.34\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.121\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.630\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e144\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.000\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eSchool management\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.19\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.091\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2.105\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e144\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.037\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eContributions of school resources\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2.87\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.234\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-1.234\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e144\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.219\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003eGrand mean score\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3.14\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.004\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1.605\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e144\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e.111\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003ctfoot\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"6\"\u003e\u003cspan class=\"BoldItalicUnderline\"\u003eScales\u003c/span\u003e \u003cstrong\u003e(1\u0026thinsp;=\u0026thinsp;Strongly Disagree, 2\u0026thinsp;=\u0026thinsp;Disagree, 3\u0026thinsp;=\u0026thinsp;Undecided, 4\u0026thinsp;=\u0026thinsp;Agree, 5\u0026thinsp;=\u0026thinsp;Strongly Agree)\u003c/strong\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tfoot\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cp\u003eThe second dimension of community participation reveals a similar finding. Specifically, the mean score of teachers on the role of the community in school management (M\u0026thinsp;=\u0026thinsp;3.19) is higher than the expected mean value (M\u0026thinsp;=\u0026thinsp;3.00) at (t\u0026thinsp;=\u0026thinsp;2.105, df\u0026thinsp;=\u0026thinsp;144, p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). This indicates that the community is involved in school management. The positive mean difference and t-value also attest to the community\u0026rsquo;s role in managing schools, taking care of school property, and participating in the disciplinary management of the children.\u003c/p\u003e\n \u003cp\u003eHowever, the third dimension of community participation shows teachers\u0026rsquo; disagreement or negative perception. As indicated in Table \u003cspan class=\"InternalRef\"\u003e6\u003c/span\u003e, the mean score of teachers regarding the role of the community in the contribution of school resources (M\u0026thinsp;=\u0026thinsp;2.87) is lower than the expected mean value (M\u0026thinsp;=\u0026thinsp;3.00) at (t = -1.234, df\u0026thinsp;=\u0026thinsp;144, p\u0026thinsp;\u0026lt;\u0026thinsp;0.05), indicating that community members did not contribute resources to support schools. The negative mean difference and t-value also confirm that community members did not participate in providing materials, labor, and financial resources to support preprimary schools.\u003c/p\u003e\n \u003cp\u003eSimilar to the quantitative results, the qualitative data provides mixed findings. For example, some interview participants acknowledge that the surrounding community has been playing a supportive role in preprimary schools by providing financial and material resources necessary to carry out the teaching-learning process. According to this group of participants, community members have been involved in building classrooms, furnishing classrooms with furniture and teaching materials, and protecting schools from theft. They also assist preprimary schools by providing feedback on the progress of children and the teaching-learning process.\u003c/p\u003e\n \u003cp\u003eHowever, one of the interviewed principals reported that parents and community members are not meaningfully involved in preprimary school practices due to various reasons. He stated:\u003c/p\u003e\n \u003cdiv class=\"BlockQuote\"\u003e\n \u003cp\u003eParents and community members do not support their children\u0026rsquo;s education due to (a) low understanding of the importance of preprimary education; (b) absence of policy guidelines that guide parents and the community on how to support preprimary schooling; and (c) the low economic status (poverty) of the majority of community members who cannot afford to support the school and their children\u0026rsquo;s learning \u003cem\u003e[Principal 2].\u003c/em\u003e\u003c/p\u003e\n \u003c/div\u003e\n \u003cp\u003eSimilarly, other participants noted that community members and parents have no meaningful involvement in school management and administration to support the successful functioning of preprimary schools.\u003c/p\u003e\n \u003cp\u003eThe overall data on community and parental involvement in preprimary schools presents a varied picture, with better community and parental engagement in some preprimary schools, while others experience little to no involvement.\u003c/p\u003e\n\u003c/div\u003e"},{"header":"5. Discussion","content":"\u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003e5.1. Teaching strategies implemented in preprimary schools\u003c/h2\u003e \u003cp\u003eThe present study found that various teaching strategies, such as play-based explanation, team-play learning, participatory explanation, puzzling/riddles, question-and-answer, learning by doing, guided discussion, role-playing, individual play learning, and storytelling, were most commonly implemented in Ethiopian preprimary schools, particularly in O-classes. This is a crucial step for better learning attainment of children (Bekele, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Wright \u0026amp; Benton, \u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e2015\u003c/span\u003e), and aligns with the recommendations of the Ethiopian Ministry of Education in its curriculum framework (MoE, 2009).\u003c/p\u003e \u003cp\u003eCompared to previous studies, the current study highlights the implementation of various relevant teaching strategies believed to positively contribute to fostering children\u0026rsquo;s overall learning experiences. Earlier national studies reported fewer teaching methods, such as explanation-based teaching, cooperative learning, storytelling, play-based learning, question-and-answer, and direct instruction, commonly practiced to teach preschool children (Astatke \u0026amp; Kassaw, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Dibaba, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Megersa \u0026amp; Tarekgne, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Szente et al., \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2007\u003c/span\u003e; Wondemetegegn, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Additionally, previous studies demonstrate that the majority of teachers in preprimary classroom settings did not encourage independent learning activities and facilitate fewer hands-on learning experiences (Diale \u0026amp; Sewagegn, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Szente et al., \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2007\u003c/span\u003e; Wondemetegegn, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Some other Ethiopian studies even indicate that teachers have little understanding of pedagogical principles to teach preschool children, resulting in a lack of appropriate teaching methods to meet ECCE requirements (Assefa, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Dibaba, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Haile \u0026amp; Mohammed, 2017; Rahel, \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Tirussew et al., \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2009\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eHowever, the current study suggests an improvement in the use of multiple teaching strategies relevant to preschool children\u0026rsquo;s overall learning and developmental progress. This better practice could be associated with two potential factors: the improvement of teachers\u0026rsquo; teaching practices over time and the assignment of relatively qualified teachers in the field.\u003c/p\u003e \u003cp\u003eBoth scholars and the Ethiopian Ministry of Education emphasize the implementation of fun-like, play-based, and child-focused teaching methods for successful ECCE practice in preprimary schools (Anjelo \u0026amp; Anagaw, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Bekele, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; MoE, 2002). Unless children are involved in teaching strategies that foster cooperation between staff and children, stimulate greater child interaction with peers, and use diverse scaffolding strategies (Taguma et al., \u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e2012\u003c/span\u003e), they cannot learn from real, direct, and first-hand experiences (Bruce, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2011\u003c/span\u003e; Diale \u0026amp; Sewagegn, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Child-directed methods such as play, discussion, role-playing, field trips, and learning by doing provide opportunities for first-hand experiences, activities, discovery, exploration, experimentation, and multi-sensory approaches (Dibaba, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Appropriately implementing such methods promotes independence, cooperation, responsibility, consideration, tolerance, and respect for the rights of others (Anjelo \u0026amp; Anagaw, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Astatke \u0026amp; Kassaw, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Szente et al., \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2007\u003c/span\u003e). Conversely, failing to implement these methods results in passive children who cannot ask questions or actively participate in the teaching and learning process.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec19\" class=\"Section2\"\u003e \u003ch2\u003e5.2. \u003cb\u003eAdequacy and appropriateness of learning resources and facilities\u003c/b\u003e\u003c/h2\u003e \u003cp\u003eThis study reveals that the majority of preschools are operating with an acute scarcity of necessary teaching-learning materials, playing equipment, and other desirable facilities. Although the government intended for O-classes to be delivered in rapidly constructed classrooms equipped with the required materials based on the standard (MoE, 2007; 2015), the present study confirms that the majority of the studied preprimary schools did not meet even the minimum and basic teaching-learning inputs, except for teachers.\u003c/p\u003e \u003cp\u003ePrevious studies indicate that this problem occurs in both private and government-owned preprimary schools, though the degree is more severe in public school settings, particularly in O-classes (Diale \u0026amp; Sewagegn, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Tolla, \u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Wondemetegegn, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Yizengaw \u0026amp; Tessega, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Various researchers, including the Ministry of Education, state that inadequate O-class facilities and a lack of learning resources have been significant concerns (Astatke \u0026amp; Kassaw, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Binyam, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; MoE, 2020; Yizengaw \u0026amp; Tessega, \u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). These settings are characterized by insufficient classroom space, a lack of age-appropriate chairs and tables, unavailability of outdoor and indoor playing materials, lack of safe playgrounds, shelves, separate restrooms, child-sized toilets, and the absence of water and sanitation services (Assefa, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Astatke \u0026amp; Kassaw, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Haile \u0026amp; Mohammed, 2017; Rahel, \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Tirussew et al., \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2009\u003c/span\u003e; Tolla, \u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e2019\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eEqually important is the appropriateness of the available learning resources and facilities. Researchers argue that appropriate and sufficient indoor and outdoor materials are mandatory for children\u0026rsquo;s overall physical, psychosocial, and mental development (Astatke \u0026amp; Kassaw, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). In line with this point, the current study shows that, despite the problem of shortage, the available indoor and outdoor materials were appropriate for the overall social, cognitive, emotional, and motor development, as well as the creativity and innovative opportunities of children, as perceived by participants. This suggests that some of the existing teaching and learning materials were based on the Ministry of Education standards (MoE, 2007). However, previous national studies conclude that there is a dearth of appropriate and locally produced indoor equipment and instructional materials for children in preprimary schools (Astatke \u0026amp; Kassaw, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). The problem of inappropriateness is more serious for children with disabilities (Admas, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2016\u003c/span\u003e; Tirussew et al., \u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2009\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn such problematic conditions, it is impossible to prepare children who can fit with the demands of the 21st century. Therefore, ensuring full access to indoor and outdoor playing and instructional materials and equipment should be at the core of any ECCE program (Astatke \u0026amp; Kassaw, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). These materials and equipment are integral to the effective implementation of ECCE programs (Astatke \u0026amp; Kassaw, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). They significantly contribute not only to attracting and maintaining the attention of children for extended periods but also to making the teaching-learning process more concrete, suitable, and easily understandable (Astatke \u0026amp; Kassaw, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Diale \u0026amp; Sewagegn, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2021\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec20\" class=\"Section2\"\u003e \u003ch2\u003e5.3. Conducive physical learning environment to preschool children\u003c/h2\u003e \u003cp\u003eThe current study found that the majority of Ethiopian preprimary schools have unconducive physical learning environments. The Ministry of Education\u0026rsquo;s evaluation aligns with our findings. Most preprimary schools were not conducive for children due to a lack of adequate classrooms and facilities and a lack of formal structure and personnel at the grassroots level responsible for preprimary education (MoE, 2020). Another Ministry of Education report indicates that children face serious problems going to school during the rainy seasons as the roads become muddy, making walking to and from school very difficult. At times, very young children walk one or two kilometers every morning to reach the nearby primary schools (MoE, 2018). According to Astatke and Kassaw (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2017\u003c/span\u003e), the site, location, and surrounding area were not considered in kindergartens, let alone in \u0026lsquo;O\u0026rsquo; classes annexed to primary schools. Although fewer preprimary schools try to install some outdoor materials and facilities, their installation did not adequately consider the safety of children (Bekele, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe impact of a conducive or unfavorable learning environment is well-documented in scientific research. For example, in a conducive learning environment, children feel happy and are eager to go to school, showing curiosity to learn more and faster than those in unfavorable or stressful learning situations (Anjelo \u0026amp; Anagaw, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Malik \u0026amp; Asghar, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Conversely, if children attend poor-quality and overcrowded preschools, they are unlikely to be prepared to meet the demands of the 21st century (Hoot et al., \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2004\u003c/span\u003e). Therefore, preschool learning environments need to be continuously designed and redesigned to be physically safe, socially enhancing, emotionally nurturing, and intellectually stimulating for all children (Admas, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2016\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec21\" class=\"Section2\"\u003e \u003ch2\u003e5.4. Community engagement in preprimary schools\u003c/h2\u003e \u003cp\u003eRegarding the status of community participation, this study found mixed results, with better community and parental engagement in some dimensions and preprimary schools, while minimal or no engagement in others. Although there seems to be some improvement, the status of community and parental involvement in the present study is not significantly different from previous national reports. For example, a study by the Ministry of Education revealed active community engagement in mobilizing resources, such as contributing to the monthly salary of school teachers and providing financial support (MoE, 2018). On the other hand, other studies indicate minimal parental and community participation in Ethiopian preprimary schools (Adamas, 2016; Binyam, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; G/Egziabher, 2014; Tefera, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Tsegaye, 2017).\u003c/p\u003e \u003cp\u003eThis low level of parental and community participation contradicts the demand for access to preprimary school services for their children. According to MoE (2018), due to better awareness of the importance of ECCE, there is a huge demand for access to quality preschool education. However, various factors limit their participation beyond merely wishing for schooling services for their children. These factors include financial constraints, ineffective communication between schools and families, unclear roles and responsibilities of parents and community members in children\u0026rsquo;s learning, and a lack of guidelines on how parents and the community can participate in the preschool ECCE program (Szente et al., \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2007\u003c/span\u003e; Ministry of General Education, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Admas, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2016\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eDespite these challenges, it is clear that parental and community engagement plays a central role in the quality of ECCE programs. Therefore, building a strong school-community relationship is mandatory for school administrators and other concerned bodies. Such a connection enables children to develop desirable social, emotional, physical, and academic skills easily and successfully (Edwards et al., \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2008\u003c/span\u003e; Oakes \u0026amp; Lipton, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2007\u003c/span\u003e; OECD, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2006\u003c/span\u003e). Parental involvement in preprimary schools is both a right and a responsibility and should not be overlooked (Diale \u0026amp; Sewagegn, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; OECD, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2010\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e"},{"header":"6. Conclusion and Recommendations","content":"\u003cp\u003eThe present study investigated the teaching and learning process of preprimary schools in Ethiopia in terms of teaching strategies, availability and adequacy of teaching and learning materials, their appropriateness, the conduciveness of the physical learning environment, and the level of community participation. Based on the findings, the researchers conclude that different and appropriate teaching methods were implemented to teach preprimary school children, which may play a vital role in children\u0026rsquo;s better learning progress. However, the schools are operating with various levels of educational inputs, with some having adequate teaching and learning resources, others with a medium level of resources, and the majority with very scant equipment and facilities. This deficiency may lead to poor school performance, children\u0026rsquo;s aversion to school, and early dropout rates. Additionally, community and parental involvement were found to be unsatisfactory.\u003c/p\u003e \u003cp\u003eThe study has both practical and policy implications in the short and long term. Practically, it is essential to establish a system to: (1) professionally train, update, and upgrade preprimary school teachers to implement appropriate pedagogical strategies; (2) collaborate with various stakeholders, including parents, local governments, NGOs, and donors, to enhance access to teaching and learning resources, facilities, and indoor and outdoor play equipment; and (3) create a conducive physical learning environment for children through resource mobilization, active community participation, and strong collaboration with relevant bodies.\u003c/p\u003e \u003cp\u003eFrom a policy perspective, the Ethiopian ECCE program in general and the preprimary education, in particular, must address two critical issues. First, as evidenced by current and previous studies, particularly those examining government-funded preprimary schools, there is a need to focus on accessibility, equity, practice, and challenges within the program. The quality aspect has been sidelined and must be considered equally alongside expansion to avoid negative consequences. Second, the preprimary education program is a resource-intensive investment, and it is challenging for countries like Ethiopia to meet the requirements for quality preprimary schooling services. Mechanisms must be designed to bridge the capacity gap. One approach is to foster comprehensive community participation through various alternatives aligned with community realities. Another approach involves the indigenization of the program, which entails utilizing locally made and available learning and playing resources and materials. This strategy can yield two positive outcomes: cost-effectiveness and cultural relevance for children. A third approach could be integrating selected ECCE centers/schools with higher education institutions. In Ethiopia, numerous publicly and privately owned colleges and universities possess relatively better resources, particularly human capital. Deliberate integration between ECCE centers/schools and higher education institutions could address many challenges by providing professional, technical, resource, and technological support. However, these proposed strategies require clear policy directions and frameworks from the concerned authorities.\u003c/p\u003e \u003cp\u003eFinally, further studies specifically targeting the quality aspect of the ECCE program in Ethiopia are recommended, as quality is paramount in the 21st century.\u003c/p\u003e \u003cp\u003e \u003cb\u003eLimitations of the study\u003c/b\u003e \u003c/p\u003e \u003cp\u003eThis study has some limitations. Firstly, the researchers did not conduct classroom observations to examine the implemented teaching and learning strategies. Consequently, the findings reported in this study regarding the most commonly implemented teaching methods are based on the participants' perceived reflections. Secondly, the evidence concerning the availability and adequacy of indoor and outdoor learning and playing materials is also derived from the participants' and researchers' perceived data. The researchers did not calculate the student-equipment ratio to precisely determine the adequacy of the available resources according to the Ministry of Education standards. Finally, the study focuses solely on the conduciveness of the physical environment, neglecting to examine the psychosocial environment. Therefore, future studies are recommended to address these limitations to provide a comprehensive understanding of the issue at hand.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003eAuthors declare no conflict of interest. \u0026nbsp;\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAdmas F (2016) Early childhood education in Ethiopia: Present practices and future directions. Ethiop J Educ 36(2):41\u0026ndash;72\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAnjelo G, Anagaw C (2020) The Practices and Challenges of Implementing Preprimary School Education in Chencha Zuriya Woreda, In Gamo Zone. J Emerg Technol Innovative Res 7(6):19\u0026ndash;42\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAssefa G (2014) \u003cem\u003ePractices and challenges of early childhood care and education in Addis Ababa, Arada Sub-City government kindergartens\u003c/em\u003e. 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Bahir Dar J Educ 22(2):22\u0026ndash;39\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eYizengaw JY, Tessega M (2020) The implementation of early childhood care and education (ECCE) in Bahir Dar city administration: A comparative study between private and public preprimary schools. \u003cem\u003eSocial Sciences \u0026amp; Humanities Open 2\u003c/em\u003e (2020). \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1016/j.ssaho.2020.100013\u003c/span\u003e\u003cspan address=\"10.1016/j.ssaho.2020.100013\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Community participation, conductive environment, indoor-outdoor materials, O-class, teaching methods","lastPublishedDoi":"10.21203/rs.3.rs-5802993/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5802993/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003ePreprimary education has become a primary focus of the Ethiopian education system. However, there is limited research on the implementation of government preprimary schools (O-Class), particularly regarding the teaching and learning processes and community participation. This study aims to investigate the instructional processes and community involvement in public preprimary schools within the Amhara National Regional State of Ethiopia. To achieve this objective, a convergent parallel mixed-method research design was employed. Data were collected from teachers, school principals, and district education officers through questionnaires, interviews, and observations. The results indicate that teachers employed various teaching strategies. Nonetheless, the findings highlighted common challenges in preprimary schools, including inadequate teaching and learning resources (both indoor and outdoor), an unfavorable learning environment, and insufficient community and parental involvement. The implementation of diverse teaching strategies amidst these challenges may be attributed to the presence of relatively qualified teachers. Based on the main findings of the study, it is recommended to place greater emphasis on the quality of preprimary education. This can be achieved through strong collaboration with relevant stakeholders, including communities (parents), local governments, and NGOs, to enhance access to teaching and learning resources and facilities and to create a conducive physical learning environment for children.\u003c/p\u003e","manuscriptTitle":"A New Chapter after a Century of Journey: The Instructional Process and Community Involvement in Preprimary Schools","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-01-15 12:08:34","doi":"10.21203/rs.3.rs-5802993/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"bdad2094-4204-4036-9c89-4a3de447cf91","owner":[],"postedDate":"January 15th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":42676518,"name":"Educational Psychology"}],"tags":[],"updatedAt":"2025-01-15T12:08:34+00:00","versionOfRecord":[],"versionCreatedAt":"2025-01-15 12:08:34","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-5802993","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5802993","identity":"rs-5802993","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}