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| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Belay Teferra | - |
| dc.date.accessioned | 2022-04-14T12:39:40Z | - |
| dc.date.available | 2022-04-14T12:39:40Z | - |
| dc.date.issued | 2021 | - |
| dc.identifier.uri | https://www.amazon.com/s?k=Early+Childhood+Education+in+Ethiopia%3A+Past+Developments%2C+Present+Practices%2C+and+Future+Directions&i=audible&crid=1FOQHALYW56W0&sprefix=early+childhood+education+in+ethiopia+past+developments%2C+present+practices%2C+and+future+directions%2Caudible%2C274&ref=nb_sb_noss | - |
| dc.description | The renowned child educator, Maria Montessori, stated, “The most important period of life is not the age of university studies, but the first one, the period from birth to the age of six.” The ultimate gift that we can give to this world is to grow these tiny humans into sophisticated adults who, according to L.R. Knost, are “...independent thinkers, compassionate doers, conscious questioners, radical innovators, and passionate peacemakers...” Early years’ education is instrumental in this critical endeavor of growth and learning of children who come into the world wonderfully designed and strongly motivated to educate themselves. This early years’ education was obviously in Ethiopia for the turn of centuries. However, training of early childhood education professionals with first and second degrees charged with the professional responsibilities of teaching young children not only to count but also what really counts the most in life was newly initiated. Currently, some universities in Ethiopia have already embarked on such training of professionals at different levels. As a result of such initiatives, lots of research outputs were concomitantly produced that need to be documented and made available for the ECE community and students in the country at large. Our plan to publish this edited book is, therefore, based on a number of justifications. Firstly, although ECE training has a short history in Ethiopia, researchers have produced lots of output that really touch base on the ECE field in this country. Secondly, while ECE provision needs to be contextually relevant, the reality on the ground depicts that knowledge, theorizing and practice in Ethiopia are fundamentally dominated by western literature and philosophy. Thirdly, although ECE departments and programs are emerging in different universities in this country, there is no mechanism so far for these actors to share experiences, join hands, and work towards the professionalization of ECE in Ethiopia. The book is composed of local ECE research articles; many of which were already published on peer-reviewed national and international journals. Those not published on journals were also subjected to rigorous blind peer review and revised based on comments received. The editors are ECE professionals from Jigjiga University and Addis Ababa University who have also contributed articles for the book. The book is composed of six sections or parts; each having its own chapters. Section I attempts to conceptualize the meanings, theories, models, and principle of ECE in general and a more specific aspect of ECE (creativity) in particular. Section II takes a historical account of ECE in Ethiopia and draws implications for current situations. Section III dwells at length on current practices of ECE in with chapters that cover a wide range of topics are put together: ECCE general practices, daycare services, intentional teaching,leadership and management, and school readiness programs and outcomes. Section IV draws the discussion on this current ECE practices to a more specific concern where attempts are made to examine quality issues in two different contexts (Addis Ababa and Eastern cities) of Ethiopia. Specifying this quality concern further, Section V of the book discusses indigenization concerns in ECE provision in Ethiopia. Section VI is a discussion on ECE partnership where experiences in Mekelle are discussed in the first chapter and civil societies-focused presentation is given in the next chapter. Each section of the book begins with a preview in which introductory remarks (overviews, list of chapters, major observations, and implications) are given first. These introductory remarks are then followed by extended discussions of the items that make up the respective chapters. The last part of the book is a synthesis of all the chapters where salient features are pooled together to underscore major developments (achievements and gaps) in the field of ECE in Ethiopia. Then this last section draws attention to future directions of ECE in Ethiopia with particular focus on future research direction. It is hoped that the field of early childhood education will move forward if researchers in different universities direct their future research along these priority areas. ***********************************************************************The book is be found at Amazon using the following link https://www.amazon.com/s?k=Early+Childhood+Education+in+Ethiopia%3A+Past+Developments%2C+Present+Practices%2C+and+Future+Directions&i=audible&crid=1FOQHALYW56W0&sprefix=early+childhood+education+in+ethiopia+past+developments%2C+present+practices%2C+and+future+directions%2Caudible%2C274&ref=nb_sb_noss In addition the hard copy of this book is found at Jigjiga University, (contact person: Dr. Yigzaw Haile, +251920426226 and Prof. Belay Teferra +251 944759177 | en_US |
| dc.description.abstract | The objectives of this edited book are, then, to: · Document available but scattered ECE research work in a form that is more amenable for professional use · Synthesize existing knowledge, show future directions, inspire researchers and shape the meaning and nature of ECE in Ethiopia · Avail alternative non-western literary resources that are contextually relevant and culturally sensitive to the Ethiopian reality · Provide evidence-based knowledge for ECE policy making, strategy design, implementation and monitoring etc. · Suggest areas of intervention for improving the quality of ECE programs delivered in this country · Delineate future areas of ECE research engagements in this country, and · Create a platform for collaborative work among researchers and authors in sister universities in Ethiopia. | en_US |
| dc.language.iso | en | en_US |
| dc.subject | ECCE book | en_US |
| dc.title | Early Childhood Education in Ethiopia: Past Developments, Present Practices and Future Directions | en_US |
| dc.type | Book | en_US |
| Appears in Collections: | ECCE book, textbook, supplementary material | |
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