KINDERGARTEN TEACHERS? AWARENESS AND PRACTICES ABOUT THE PSYCHOSOCIAL DESIRES OF EARLY CHILDHOOD CHILDREN: THE CASE OF METTU TOWN KINDERGARTEN SCHOOLS.

  • Assistant Professor, Department of Early Childhood Care & Education, Institute of Education & Professional Development Studies, Mettu University, Ethiopia.
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This study was conducted to investigate the awareness and practices of preschool teachers about the psychosocial desires of early childhood and the strategies they apply for supporting the Children. Qualitative research design is employed for this study. Data were collected through interview and observation from 30 preschool teachers who were purposely selected from two preschools. The collected data were analyzed through description/ narration. The results indicated that teachers had awareness on the different psychosocial problems of early childhood children from their experience. The teacher has good awareness about psychosocial desire of early childhood children. The teacher poses practically in fulfilling the children?s need but the practice comes not from training or education but from experience year of staying. Teachers did know how to help the children in organized way and some of the problems that children have are beyond their capacity to help. Teachers need to include the multiple perspectives of early childhood development into early childhood teaching settings. The school needs to use incentive for early childhood teachers since the profession requires a lot of patience and persistence. Effective teachers in giving psychosocial support need to be encouraged using incentives. The teachers should be motivated in helping the child to get children?s psychosocial need also the governments have to facilitate the environment which is better to teacher?s motivation.

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[Aschalew Terefe Refu. (2018); KINDERGARTEN TEACHERS? AWARENESS AND PRACTICES ABOUT THE PSYCHOSOCIAL DESIRES OF EARLY CHILDHOOD CHILDREN: THE CASE OF METTU TOWN KINDERGARTEN SCHOOLS. Int. J. of Adv. Res. 6 (Jul). 513-521] (ISSN 2320-5407). www.journalijar.com

Aschalew Terefe Refu
Department of Early Childhood Care & Education, Institute of Education & Professional Development Studies, Mettu University, Ethiopia

DOI:

Article DOI: 10.21474/IJAR01/7391      
DOI URL: https://dx.doi.org/10.21474/IJAR01/7391

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