The main purpose of the present study was to assess the status of childhood care and education (ECCE) practices in urban centers of the North Wollo Administrative zone. A sample of 51(9 male and 42 females) school principals and pre-school teachers participated in the study. Questionnaire, interview and observation were the main data collecting instruments. The quantitative and qualitative data analyses showed that most of the pre-schools are located in unsafe places or are not appropriate for pre-school education because the facilities were not in line with the health and developmental needs of young children; most of the preschool teachers were untrained or have very limited training about ECCE, Parents’ involvement was not also to the demand of the ECCE program. The correlational analysis revealed there were statistically significant positive and strong relationships between parental involvement, child health and safety, teachers’ professional profile & development and child-teacher socio-emotional interaction at P< 0.05. Lastly, among many factors, student-teacher socio-emotional interaction was affected (R2= 0.457) by 45.7% in the compound contribution of enhanced health and safety of children and parental involvement factors in the ECCE program. Hence, integrative administrative and parent support is an essential element to finance well for holistic changes, for upgrading of ECCE staff, particularly through flexible recruitment strategies, appropriate training, quality standards, and remuneration that retain trained staff. There must be commendable partnerships between the government and important ECCE stakeholders in many preschools.
Hussien et al. (Fri,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: