Detailed Summary Note: Assessing the
Effectiveness of Learning Environment
and Materials of Pre-Primary Education
Case Study: Selected Private ECCE Centers in Durbete Town, Ethiopia
Author: Birtukan Molla
Advisor: Mahlet (MA)
Institution: Debre Markos University
Date: July 2025
Abstract
This research assesses the effectiveness of the learning environment and availability of
teaching materials in pre-primary education within two selected private Early Childhood
Care and Education (ECCE) centers in Durbete Town. Using both qualitative and
quantitative approaches—through interviews with teachers and directors and structured
observations—the study evaluates how curriculum guides, physical infrastructure, teacher
training, and funding impact the quality of education delivered to young children. The
findings indicate a reliance on elementary-level curriculum, insufficient learning
materials, a lack of adequate physical facilities, and minimal government and community
financial support.
Chapter 1: Introduction
The early years of a child's life are critical for physical, emotional, social, and cognitive
development. Numerous studies confirm that investment in early childhood education
yields long-term social and economic benefits. In Ethiopia, despite growing interest in
ECCE, many centers still struggle with poor infrastructure, underqualified staff, and
inadequate teaching resources. This study investigates how these challenges are
manifested in Durbete’s ECCE centers.
1.1 Background of the Study
Historically, Ethiopia’s formal early childhood education began in 1901 in Dire Dawa,
introduced by the Ethio-French Railway Company. Today, ECCE is recognized as
essential, yet progress remains slow. The Ethiopian Ministry of Education defines pre-
primary education as a preparatory stage that can last up to three years for children aged 4
to 6. However, many ECCE centers lack their own curricula and instead adopt primary
school materials, which are developmentally inappropriate. Teaching and learning
materials are central to effective curriculum implementation. Without adequate supplies
—textbooks, visual aids, manipulatives—children's holistic learning is compromised.
1.2 Statement of the Problem
Although prior research highlights the positive influence of ECCE, challenges such as
inadequate facilities, untrained teachers, large class sizes, and low salaries persist.
Furthermore, many ECCE centers rely on elementary school programs due to the lack of
a dedicated preschool curriculum. This study addresses these gaps by analyzing specific
contributing factors in two ECCE centers: Ayalew Mekonnen and Afefida.
1.3 Research Questions
1. Are curriculum guides available and appropriately implemented in the selected ECCE
centers?
2. Are physical facilities and teaching materials adequate and suitable for pre-primary
learners?
3. What are the major contributing factors that affect the effectiveness of ECCE in these
settings?
1.4 Objectives of the Study
General Objective:
To investigate the effectiveness of the learning environment and teaching materials in
pre-primary education and identify contributing factors.
Specific Objectives:
- To examine the availability and implementation of curriculum guides.
- To assess the quality of physical infrastructure and teaching aids.
- To explore teacher qualifications, motivation, and funding sources as influencing
factors.
1.5 Significance of the Study
The findings from this research are vital for policymakers, ECCE program developers,
and community stakeholders. It provides evidence-based recommendations to enhance
early childhood education quality. More specifically, this research helps:
- Promote awareness of infrastructural and pedagogical shortcomings in ECCE centers.
- Encourage government and NGOs to increase investment in ECCE.
- Advocate for child-centered curriculum development and teacher training programs.
Chapter 2: Literature Review
Extensive literature shows that ECCE is most effective when guided by structured
curricula, supported by trained professionals, and supplemented with age-appropriate
materials. In Africa, the ECCE sector often lacks proper regulation and financial support.
Studies from UNESCO and other international bodies emphasize that both physical
infrastructure and teaching quality are essential for successful ECCE implementation.
2.1 Global and Regional Development of ECCE
Globally, countries like Finland and New Zealand have institutionalized ECCE with state
funding, well-trained staff, and holistic curricula. In contrast, African countries largely
depend on NGOs or fee-based models. In Ethiopia, ECCE is in its nascent stages, with
policy and infrastructure lagging behind.
2.2 Curriculum Guide
An ideal ECCE curriculum should reflect developmental stages, cultural context, and
active learning. However, in Ethiopia, many centers replicate primary school curricula,
ignoring age-specific needs. This affects play-based learning, social interaction, and
foundational literacy.
2.3 Facilities and Teaching Materials
Outdoor spaces should promote safe play and physical development, while indoor spaces
must include learning corners, sensory materials, books, and creative tools. Inadequate
environments limit exploration and engagement. Many ECCE centers lack child-sized
furniture, proper sanitation, and teaching aids such as puzzles, flashcards, and storybooks.
2.4 Factors Influencing ECCE
Teachers: Many are underqualified or trained for only short durations.
Salaries: Low pay discourages motivation and retention.
Funding: Centers rely heavily on minimal government contributions, with little
support from NGOs or communities.
Materials: Without manipulatives, visual aids, and storybooks, learning becomes rigid
and teacher-centered.
Chapter 3: Methodology
This descriptive research used a mixed-methods approach. Purposive sampling selected
nine participants (seven teachers, two directors). Data collection tools included semi-
structured interviews and a detailed observation checklist. Quantitative data were
analyzed using frequency and percentage tables, while qualitative data were analyzed
narratively.
Chapter 4: Key Findings
- Curriculum: Both centers use primary school curricula due to lack of ECCE-specific
guides.
- Facilities: Afefida has better indoor and outdoor facilities than Ayalew Mekonnen,
but both lack computer rooms, toilets, and feeding areas.
- Teachers: Most are trained for one year or less; professional development is lacking.
- Materials: Afefida uses more manipulatives and storybooks, but both centers lack
quantity and variety.
- Funding: Solely dependent on government; NGOs and local communities contribute
little to nothing.
Chapter 5: Conclusion
The research concludes that while ECCE centers in Durbete are making efforts, serious
limitations exist. These include reliance on inappropriate curricula, poor infrastructure,
limited materials, underpaid and undertrained teachers, and weak funding mechanisms.
These challenges threaten the quality of early childhood education.
Recommendations
- Develop a national ECCE curriculum aligned with children's developmental stages.
- Increase funding from government, NGOs, and community stakeholders.
- Improve infrastructure by constructing child-friendly classrooms and play areas.
- Train ECCE teachers thoroughly and provide regular professional development.
- Raise teacher salaries to attract and retain qualified educators.
- Monitor ECCE centers regularly to ensure quality and adherence to standards.
