INTRODUCTION

 

Early Childhood 

 

Early Childhood is an age, which is denoted differently by different educationists, psychologists, scholars and scientists. To some, it consists of the age three to six (Sahu Wikipedia) and to some, it spans the human life from birth to age eight (NAEYC). Whatever the duration may be, these are the years, in which all aspects of one’s personality are developed, i.e. physical, mental, emotional, social, linguistic, analytical and creative. Over eighty percent of the human personality, including its attitude and aptitude is shaped before the age of six (Sahu, 2004). Fifty percent of the intelligence measured at age seventeen, is achieved by age four (Bloom).

Early childhood education (ECE)

ECE prepares children for the primary. It lays the foundation for the development of reading, writing and number work. It encourages interaction with the environment, participation in-group activities and enhances creativity and problem solving in children. ECE is a combination of moral, intellectual and social lessons for physical, mental, social, emotional and linguistic growth and development of early childhood age children.

Characteristics of early childhood age children and role of educators

The role of the teacher in ECE is significant, as he is responsible to make the children ready for schooling and providing base for the child’s complete development. Froebel compared the child to a seed and likened the teachers or caregivers to gardeners. The teachers have two functions according to Harlen, i.e. encouraging the child’s curiosity and provide real learning activities. 

1. 1.      At this stage, there is coordination between what the children want to do and what he is able to do. The role of early childhood educators is to encourage each child’s development by accepting their prior experiences. They need to observe constantly the children’s growth patterns and development of the motor skills in them and employ different kinds of plays.
2. 2.      According to Piaget’s description, the children during the age level of 2 to 6 are pre-operational. His approach Social Constructivism emphasizes the active role of the children in constructing their own understanding. According to Vygotsky, the role of the adults in cognitive development of the children is much more important rather the activities of the children chosen by themselves. Early childhood educators should lead children’s learning by giving them chance to learn what they may not be able to learn by themselves.
3. 3.      During these years, the children’s interactions within themselves and with the elders, as well as teachers take on new dimensions. Much of the play is decided through interaction and negotiation. They need to have solitary as well as cooperative play. Many educators emphasize the provision of playing opportunities for social and emotional development of the children. They should be given open ended experiences, choices at mealtimes and flexibility in indoor / outdoor experiences (Arthur et all, 1998). Educators should be aware of the development of the concepts in the children. Individual differences and diversity should be positively handled.
4. 4.      The language is taught from the time the first the child enters the class room in the morning until the last child goes home. The teacher teaches both directly, through activities and experiences and indirectly through her own speech, language and behavior. (Preface, Mathew, 2005).
5. 5.      Much of the understanding of moral values during this age level is based on the notion of fairness. Meaning that what is considered to be fair and good is morally acceptable. Negotiation not only enhances children’s ability to solve problems but also encourages them to adopt the perspectives of others.  

Objectives of Early childhood education

According to Ministry of Education (2006) objectives of early childhood education are, i.e. to develop child potential to learn and grow, provide an appropriate environment ensuring safety, use play way method and concrete experience in teaching and learning, prepare a child for formal schooling and to develop awareness of basic cultural values and norms.

Importance of Early Childhood Education

• ECE assists many at risk children in avoiding poor outcomes such as dropping out of the school. Global Monitoring Report on Education For All(2005) reports:

“Good quality ECE not only enhances children’s physical well being, cognitive and language skills, social and emotional development, but also lays the foundations for subsequent education.”

• ECE develops in children the love for knowledge, activity and questioning. They are encouraged to do things themselves. They are prepared for the school life. Learning opportunities in early childhood provide benefits by promoting later achievement in school and further life long learning.
• Early years are critical in the formation of intelligence, personality, social and physical development. These years lay the foundation of all these aspects, which will persist through the life course. (woodhead, 2006). Early year’s brain development influences the long term cognition, imagination, behaviors and skills of the individuals. (Mustard, 2002). Early childhood has been described as the key investment phase in improving outcomes through out the life course (Hunzai, 2007).

Early childhood education in Pakistan

In Pakistan, Islamic or Quranic education is emphasized from an early age. This education is imparted through three modes i.e., formal, non-formal; and informal either in mosques, madrassahs or at home. Even in the farthest areas, Quranic education is considered to be “compulsory” by tradition and an effective way to inculcate moral values and teach life skills at an early age. It is estimated that more than 80 percent of children in the age group 4-10 years receive Islamic education in this way.

ECE has existed in Pakistan since 1970s in formal primary schools. In public schools, the qualification required for teaching in katchi class is the same as that for primary school i.e., higher secondary education certificate with one-year teaching certificate. In Katchi Classes, a part of the class one curriculum of the National Curriculum is taught. The Teachers Resource Center (TRC) which has developed the national ECE curriculum has been engaged to provide support to teachers’ training and classroom material development and distribution of ‘taleemi bastas’, learning kits for ECE and early primary years.

 A study by Juma(2004) shows that, children were taught in a traditional way with the teacher standing at a blackboard directing the children. Rote memorization was encouraged. In the private sector there were early childhood provisions, which mainly used Montessori approaches fulfilling only to the needs of the elite and the upper-middle class of the society.  It is observed that the teachers do not involve themselves in teaching. Some times, they do not know the principles of growth and development of children. Often, they do not try to attract the children to teaching learning process. They just give lesson to the children and order them to memorize these words without understanding. It is very boring, especially for this age level children, as, this is the age to play with toys, enjoy the company of the peers, imitate the elders and make things themselves.

Private work in ECE is comparatively hopeful with reference to the achievements of the public sector. Children’s Resource International (CRI); the Aga Khan Foundation (AKF); the Teachers’ Resource Centre (TRC) and the College of Home Economics, Lahore have developed various kinds of teaching and learning aids such as blocks, charts, posters, handbooks, flashcards, teachers’ guides; planners; teachers’ kits; etc.

Pakistan is committed to the Dakar Framework of Action, adopted in an international conference on “Education for All”, held in 2000 A.D at Dakar. The first goal was to expand and improve comprehensive early child hood care and education for all children, especially for the most vulnerable and disadvantaged children. Pakistan accepted this challenge and formulated National Plan of Action (NPA) in 2001. Punjab government has also invested in ECE out of its own budget in its Provincial Plan of Action in 2003. The focus is on providing ECE by means of material resources, but the role of teacher in ECE is very much important, and it is being neglected. For the first time, government has contributed separate attention to it in the National Education Policy, 1998-2010 and in 2009 policy as well.

Theories regarding early childhood education

 

The theories already in vogue all over the world for ECE have all the basics to prepare instructional strategies for early childhood education. The most common theories are, Behaviorist orientation (Locke, Skinner etc), Maturations orientation (Rousseau, Freud, etc) and Constructivist orientation (Dewey, Piaget and Montessori). (Dopyera, 1993).The behaviorist orientation works employing principles of reinforcement i.e., positive reinforcement, negative reinforcement, non reinforcement, and punishment. Maturation orientation works employing principles of growth and development and Constructivist orientation works keeping cognitive structure of students in concern.

According to Carten Allen(2003)

“The foundation for all curricula is developmental theory or beliefs about how children develop and learn. These beliefs guide our view of teaching and supporting children as learners”.

Ref: Jack man H.L(2005).

According to Siddiqi, theoretical perspectives for ECE are 1) Maturationist, 2)Learning and 3)Interactionist. Here is an insight into these theories:

Table No:1

 

S.no

Theoretical perspectives

Curriculum objectives

Curriculum content

Instructional techniques

Key concepts

Thinkers of this theory

1

Maturationist

Social, moral and cognitive development. preparation for the present

Determined by the developmental level of the child

Teacher as facilitator, director.

Experimental learning

John dewey

2

Learning

Behavior change. Preparation for the future

Determined by the teacher

Teacher has main role

Operant learning

Skinner

3

Interactionist

Independent thinking and problem solving skills. Preparation for understanding

Determined by the age and developmental level of the child

Teacher as coworker. Prepared environment. Discovery learning

Constructivism

piaget

 

Instructional Strategies

 

Plasma Link Web Services provides the Glossary of Instructional Strategies as a resource for all educators. Current number of strategies and methods is 988 according to this service. (October 19, 2007).

According to Singh and Rana(2004),

“Instructional strategy is some thing that is arranged designed by the teacher to establish interaction between the teacher, the student and the subject matter, or any combination of these three dimensions”

We can say that instructional strategies are the planned sequence of teaching methods. Instructional strategies are an important part of the early childhood Curriculum. The instructional strategies, used for enhancing learning of the children are usually derived from behavioral research. Each strategy is useful for teachers to support children’s early learning and development of all aspects and dimensions. The instructional strategies are the plans and the ways in which the teacher designs his/her teaching. (SinghRana: 2004).The strategies are the application of the skills of the teachers in the organization of the teaching learning process.

Principles to prepare instructional strategies for Early Childhood Education

Here are some principles derived from the books i.e. Early Childhood Education Today, by Morrison(1988), Guiding young children, by Verna(1990) and Becoming a teacher of young Children, by Dopyera(1993)etc. The researcher considers them to be helpful in preparation of instructional strategies for early childhood educators:

Activities should be a joyful experience for the children. Activities should be about daily living, so that, they may teach the children their responsibilities. Activities should follow the children’s nature. Activities should be less structured. Activities should have ability to have sensory training. Place every thing before the senses. Activities may not only be able to give training of socialization, but also training of religious and moral instructions. The teacher herself should give direction and guidance, but in in-formal way. Activities must be child centered, language based and cooperative learning based. Teacher must respond to the child questioning. Positive feedback must be provided to the students.  Respect for the child should not be ignored; rather, they should be Involved in motor activities as much as possible and encouraged to act in different activities related to practical life. Use multi-dimensional activities to encourage social inter action between teacher and students. The teacher must observe students during activities, give individualized instruction and emphasize drill and use concrete material as much as possible.  Activities should be reinforcing and meaningful. Physical, mental, motor, language, moral and psychological development of the child should be the first preference while developing the activities. Activities must increase the child’s ability to think, make children do the things themselves free from sexist behavior , should be free choice of activities, There should be combination of indoor and outdoor, quiet and active activities, Sharpen the power of observation of the children. Organize children in small groups. Use neither too hard, nor too easy activities. Put learning material on low shelves. Avoid crowding material. Use variety of methods. Be specific while developing activities. Give clear instructions. Help in assessing the students. Teach intellectual concepts through art activities. Bereiter and Englemann (1966) propose rewarding the child who tries, avoiding shaming and preserving the spirit of group.

Problems faced by early childhood educators

According to Ministry of education, Pakistan,2003,  Shahida Mohiuddin, Hunzai, 2006, Juma, 2004, problems faced by the early childhood educators are lack of proper training both in the public and private sector, lack of resources, i.e. teaching kit, balls, blocks etc, big size of the class, lack of interest and commitment of teachers, lack of proper classroom, lack of cooperation of the society, lack of government support in terms of financial allocation, lack of an agreed amount of social values, domestic problems, contradictory situation at home and school, lack of exemplary personality traits among teachers, no laboratory, no transportation system, the same syllabus for all the children, no knowledge of objectives, new strategies are not encouraged by the head teachers, limited knowledge of using the instructional aids, limited ability to prepare instructional aids themselves, no knowledge of linking instruction with the objectives, limited awareness of the benefits of the ECE among parents and society.

METHODOLOGY OF THE STUDY

The study dealt with the improvement of the teaching learning process at pre primary at present, so the researcher used the descriptive method of research. The data was collected from the teachers and the students in the form of questionnaires and observation sheets. These tools were used because of less expensiveness, ease of administration and suitability to the problem.The population of the study consisted of the early childhood educators of the early childhood education institutions in Punjab province. The students learning in these institutions were observed during teaching learning process.  Simple random sampling method was used by selecting samples from private schools and government schools throughout Punjab.Total 66 early childhood educators were selected randomly from three districts of the Punjab, i.e. Bahawalpur, Lodhran and Bahawalnagar.Total 270 children were observed during the teaching learning process. 

FINDINGS

On the basis of analysis and interpretation of the data following findings were made:

  Findings of Questionnaire for Teachers  

Language:

 (87%) of the respondents is of the view that imitation is used to teach language,  (91%) agree that the teachers use verbal instruction.89% agree with the use of questioning strategy. 74% agree with the use of lecture method to teach language. (83%) of early childhood educators agree with providing storybooks to the children. (87%) agree that repeated presentation of the poems is used to teach language. (86%) agree showing films and videos to the children. (78%) agree that, listen, follow instructional strategy in games and  (82%) agree that listen; follow strategy in plays (dramas etc) is also an effective instructional strategy. For learning language, discussion based on pictures is agreed upon by 86% respondents and dramatic play is agreed by (77%)  respondents and (90%) agree that telling stories to the children is an effective instructional strategy for teaching language.                 

Mathematics:

 (88%) of respondents agree for drill method to be used for teaching mathematic concepts. (90%) agree upon problem-solving strategy and (83%) of respondents agree for questioning strategy, (70%) agree that teaching activities regarding mathematics should be integrated with other activities and other activities should also be integrated with mathematic activities. (78%) think that writing should be used as a tool for learning counting. (75%) agree with writing strategy to be used as a tool for learning addition. (79%) agree for Puzzles given to children to solve math problems.70% agree with songs and poems focusing on rote memorization to be used as a tool for learning. (78%) agree with math concepts to be learnt through plays. (92%) agree withblocks to be used as a tool for learning math concepts.

Science: 

89% respondent early childhood educators agree with learning science concepts by experiments.81% agree that exhibitions should be used as a tool for learning science concepts. Carrying out study tours is also an instructional strategy agreed by 82% respondents.74% agree carrying out project based learning as a tool . (86%) agree learning science concepts by group problem solving strategy.81% agree upon use of whole class discussion. (87%) agree for demonstration of science related objects, to be the tool for learning.88% agrees with learning science concepts by the laboratory work. (90%) agree that questioning strategy is used for understanding science concepts. (87%) agree that, Class gardens are made for understanding botany related concepts. 

Social studies: 

 (87%) of respondents agree about field trips to be arranged for the children.  (87%) agree about storybooks to be given to the children. (85%) teachers agree that textbook, having knowledge related to society is given to the children. (86%) agree that, festivals are celebrated inside the school. (90%) agree that, assembly lectures are used as a tool for learning social norms. (91%) agree that the children memorize national songs. (87%) agree thatdramatic plays are held for teaching social and moral values. (91%) agree that classroom discussion is used as a tool for learning.83% respondents agree that the teachers tell historical stories.

Religious education: 

(91%) of the respondents agree that modeling is used as tools for learning religion.87% agree with the statement that the teacher uses verbal instruction for religious education. (89%) agree upon questioning strategy, (84%) agree upon use of lecture method for teaching religious education. (82 %) teachers agree that storybooks are given to the children. (80%) agree that dramatic readings are given to the children. (86%) of the respondents agree that summer reading is given to the children. (94%) of the respondents agree that prayers are memorized. (91 %) agree that Thought for the day is given to the children. (91%) agree that the teacher behaves as a role model. (88%) agree that role-playing is used as a tool for learning religious education.(86%) of respondents agree that assembly lectures are prepared and presented by the teachers.

Creativity

 (82%) of the respondents agree that prepared environment is given to the children. (81%) agree that color it (shapes etc) type activities are given to the children. (79%) agree that the children make things with rods. (86%) agree that the children make things with clay. (77%) agree that doll making is taught to the children. (87%) agree that house making is used as tool for creative thinking of the children. (92%) agree that constructive plays are arranged for the children. (84%) agree that demonstration is used as a tool for creative thinking of the children. (81%) agree that teacher plays his role as a coworker in the creative work of the children. (82%) agree that laboratory work by the children is encouraged. (91%) agree that block building is also used as a tool for creativity enhancement. (94%) agree that solve it (puzzles) type activities are given to the children.

 

Imitation is the most preferred strategy (35%) by the early childhood educators for teaching language, while questioning and lecture method are the second preferences of the educators (23%). Drill method is the most preferred strategy (38%) by the early childhood educators for teaching mathematics, while Puzzles are the second preferences of the educators (23%). Experiment, exhibitions and study tours are the most preferred strategy (30%) by the early childhood educators for teaching science. Assembly lectures are the most preferred strategy (38%) by the early childhood educators for teaching social studies while, field trips and dramatic plays are the second preference (23%) each. Modeling is the most preferred strategy (45%), while, by the early childhood educators for teaching religious education Verbal instruction is the second one(24%) and Questioning strategy the third preference (15%). Constructive play is the most preferred strategy (38%) by the early childhood educators for teaching creativity. while, Demonstration is the second one (32%) and Teacher as coworker the third preference (23%). Almost 61% educators say that there is no guide available to them. The most common deficiency is training (45%) given to the educators ,big classes (26%), less time(20%),pay scale (24%) are the responses of the educators. 

Findings of observation sheet for the children

Almost 44% children were involved in learning. Almost 56% children were enjoying learning. Almost for 22%children, activities were being done for physical health when observed during their learning time. To almost 77% children, positive reinforcement was being used for their learning.  Almost 78 % children were not learning habits of cleanliness and health. All the five senses of almost only 11%children were being trained to learn. Almost 67% techniques employed by the educators did not ensure safety. Almost only 22% children were getting instruction by more than one method of teaching Almost 67% activities were focusing on the growth patterns of the children. There was freedom for almost only 33% children to choose one activity or the other. Almost only 44% classroom atmosphere was free of any tension and weather intensity. Almost 56% children were encouraged to be silent in the class, 44% children seemed fully involved in learning with both the mind and the body. Almost only 44%children were engaged in activities like drama, simulation etc. 44% children were provided with facilities like play apparatus, sand play, water play and gardening. Almost 67% children seemed having emotional touch with the educator. The things being taught to the children were shown to 44% children.  44%children were learning the concept of colors with the help of the things of those colors, i. e. blocks, garments and balls. Almost 89% children were learning the concept of seriating with concrete things. 44% children were learning the concept of shapes by tracing, cutting and pasting. Almost 56% children were learning the concept of opposites through different objects available in the class. 33% children were learning the names of the foods at the snack time. Almost 56% children were learning counting with the help of the things around instead of rot memorization.  44% children were learning science concepts through observation and experiments. Almost 56% children were learning to follow the rules. Almost 67% children were learning school habits. Only 33%children were learning reading skills by play way method. Only 33% children were learning writing skills by play way method. Almost only 33% children were learning speaking skills by play way method. 44% children were learning listening skills by play way method. Almost 89% children were learning to follow the routines in daily life. Almost 56% children were learning cultural values through stories told by the educator. Almost 56% children were learning cooperation with others through play activities. 44% of children were able to understand social norms by the help of conversation. 44%children were learning civic responsibilities and other manners inside and outside the class. Almost only 11%children had opportunities to read storybooks having moral and social lessons Almost 45% children were learning love for country and nation through dramas, stories and games.

CONCLUSIONS

• There is no guide available for the early childhood educators. 61% educators say that there is no guide available to them. It shows that there is need for a teacher’s guide for this level. The most common deficiency is training given to the      educators ,big classes ,less time, pay scale are the other responses of the educators. So, these are the problems, which should be solved as soon as possible.

• Majority of respondents agree that instructional strategies for teaching languages can be imitation, verbal instruction, use of questioning strategy, use of lecture method, providing storybooks to the children, repeated presentation of the poems, showing films and videos to the children, listen, follow instructional strategy in games and in plays (dramas etc), discussion based on pictures, strategy of using dramatic play and telling stories to the children. 
• Majority of respondents agree that instructional strategies for teaching mathematics can be drill method, problem-solving strategy, questioning strategy, teaching activities regarding mathematics integrated with other activities and other activities integrated with mathematic activities, writing used as a tool for learning counting and addition, Puzzles to solve math problems, songs and poems focusing on rote memorization, math concepts to be learnt through plays and use ofblocks.  
• Majority of respondents agree that instructional strategies for teaching science can be learning science concepts by experiments, exhibitions, Carrying out study tours, project based learning, group problem solving strategy, whole class discussion, demonstration of science related objects, laboratory work, questioning strategy and class gardens made for understanding botany related concepts. 
• Majority of respondents agree that instructional strategies for teaching social studies can be field trips, storybooks and textbook, having knowledge related to society, given to the children, celebrating festivals, assembly lectures, memorizing national songs, dramatic plays, classroom discussion, telling historical stories to children.
• Majority of respondents agree that instructional strategies for teaching religious education can be modeling, verbal instruction, questioning strategy, lecture method, storybooks and dramatic readings, given to the children, summer reading, memorizing prayers, Thought for the day given to the children, teachers behave as  role models, role-playing and assembly lectures related to religious education.
• Majority of respondents agree that instructional strategies for teaching and developing creativity can be prepared environment, color it (shapes etc) type activities, children make things with rods and clay, doll making, house making, constructive plays, demonstration, teacher plays his role as coworker in the creative work, laboratory work, block building  and solve it (puzzles) type activities.
• It is concluded that some instructional strategies can be used for multi purpose teaching, as modeling can be used for teaching language and religious education, demonstration can be used for teaching science concepts, and developing creativity, questioning strategy can be used for teaching language, mathematics, science and religious education, discussion can be used for teaching language, social studies and science, providing storybooks can be used to teach language, social studies and religious education, verbal instruction can be used to teach language and religious education, dramatic plays can be used to teach language and social studies, memorizing can be used to teach mathematics, social studies and religious education, assembly lectures can be used to teach social and religious education, laboratory work can be used to teach science and creativity, tours and trips can be used to teach science and social studies, and finally,  puzzles and blocks can also be used to teach mathematics and creativity.

          RECOMMENDATIONS

The researcher does following recommendations, after intensive study of the phenomena.

1. The following Instructional strategies should be used for teaching any language:

 

• Imitation,
• Verbal instruction,
• Questioning strategy,
• Lecture method
• Providing storybooks
• Repeated presentation of the poems
• Showing films and videos
• Listen, follow instructional strategy in games
• Listen; follow strategy in plays (dramas etc)
• Discussion based on pictures
• Dramatic play
• Telling stories

 

2. The following Instructional strategies should be used for teaching mathematics

 

• Drill method
• Problem-solving strategy
• Questioning strategy
• A activities regarding mathematics, integrated with other activities
• Writing, as a tool for learning counting
• Writing, as a tool for learning addition
• Puzzles
• Songs and poems focusing on rote memorization
• Plays
• Blocks

 

3. The following Instructional strategies should be used for teaching science

 

• Experiments
• Exhibitions
• Study tours
• Project based learning
• Group problem solving
• Whole class discussion
• Demonstration
• Laboratory work
• Questioning
• Class gardens

 

4. The following Instructional strategies should be used for teaching social studies

 

• Field trips
• Storybooks
• Textbook, having knowledge related to society
• Celebrating festivals
• Assembly lectures
• Memorize national songs
• Dramatic plays
• Classroom discussion
• Tell historical stories.

 

5. The following Instructional strategies should be used for teaching religious education

 

• Modeling
• Verbal instruction
• Questioning strategy
• Lecture method
• Storybooks
• Dramatic readings
• Summer reading
• Memorize prayers
• Thought for the day
• Teacher as a role model
• Role-playing
• Assembly lectures

 

6. The following Instructional strategies should be used for teaching and developing creativity

 

• Prepared environment
• Color it (shapes etc) type activities
• Making things with rods
• Making things with clay
• Doll making
• House making
• Constructive plays
• Demonstration
• Teacher as coworker
• Laboratory work
• Block building
• Solve it (puzzles) type activities

 

• The resources are not more important than the teacher’s creativity. Teachers should use their own creativity and imagination during teaching. They should not be contented with the teaching learning material available to them. Rather, they should try to make material themselves as well. The educators at early childhood education institute should be given special training. The teachers should be given a teaching guide, which will surely be helpful for them to teach.
• The future researchers can work on the effectiveness of using these recommended instructional strategies on child’s learning. Future work can also be done on identifying more effective instructional strategies for early childhood educators. The future researchers can work on instructional strategies for primary, secondary, graduate and post graduate level teachers.