Abstract:
In Ethiopia there were so many challenges of practicing Early Childhood Education and attaining educational quality. The major goal of this study was to analyze practices and challenges in implementing early childhood care and education in government preprimary
schools in Ameya district. To achieve this goal, a mixed technique with a cross-sectional design was used. Six preprimary schools were chosen using a multistage sampling method. Using a questionnaire, observation, and interviews, quantitative and qualitative data were obtained from forty six preprimary education teachers, six school principals, six school supervisors, six parents, thirty six parent-teacher associations, and three district education experts. A thematic analysis technique was used to analyze the qualitative data gathered from
the interviews and observations. The quantitative information gathered with questionnaire
was analyzed using the, percentages, and frequencies. The outcome was compared to the
ECCE policy guidelines, the strategic plan and objectives of education were used to assess
whether the ECCE practice was implemented accordingly. The main findings revealed that
the basic facilities were insufficient in the majority of preprimary schools; schools were not
physically safe; there was insufficient outdoor and indoor space; and learning and play items
were insufficient, 42(51.2%) of respondents were agreed on the work of preprimary schools
is obstructed due to a lack of collaboration with parents. Finally, it is stated that, while considerable progress has been made, there are significant obstacles to the adoption of the ECCE Practice. Therefore, it is suggested that the government should prioritize the ECCE/ECD
development agenda, focusing on holistic preprimary education adequate funding be granted
at all levels, and that the district education office experts and regional education bureau be
strengthened.
