No abstract

No abstract

Developmentally appropriate curriculum is a component for quality early childhood care and education. This study was conducted in Debre Markos town, East Gojjam Zone, Ethiopia. The study aimed to evaluate if the textbooks implemented by private preschools are developmentally appropriate or not. Qualitative case study approach was employed and Mathematics and Environmental Science textbooks for upper kindergarten class of one private preschool were purposefully selected. The textbooks were analyzed using a checklist focusing on the extent to which contents in the textbooks are appealing, play-based, employ concrete/realistic contexts; contain activities of counting, simple addition and subtraction; contain activities of seriation and conservation, and concepts about shapes and colors. The study found that the Environmental Science textbook pictorially represents parts of the body along with corresponding names, personal hygiene and children's daily routines, concepts of time, pictures of different sizes of animals and objects and domestic and wild animals and colors. Besides, it introduces children about the sources and uses of water and air. Likewise, the Mathematics textbook comprises pictures of different animals and objects and activities related to ascending and descending orders. Counting from 0 to 10 and counting forwards and backwards, names and pictures of simple geometric figures and basic colors, and lines and shapes are also emphasized. Both textbooks contain contents related to size, color and classification. Despite these qualities, these textbooks are less appealing to children and do not provide concrete examples; they are poor in containing play, songs and rhymes and fail to suggest the use of environmentally available, concrete and realistic teaching materials to enhance understanding of idealistic concepts. The two textbooks lack several developmentally appropriate contents and fail to relate contents with naturalistic and environmentally available materials. This implies that the textbooks need to be revised to fit with preschool children's level of cognitive development. The findings of this study have implication for designing developmentally preschool curriculum.

Background The potential role of perceived learning difficulty on depressive symptoms and substance use in the context of student population was seldom studied. This study aimed to investigate the association of perceived learning difficulty with depressive symptoms and substance use among university students in northwest Ethiopia. Methods A cross sectional study was conducted on 710 pre-engineering students. A locally validated version of Patient Health Questionnaire (PHQ-9) was used to assess depressive symptoms at a cut off 5–9 indicating mild depressive symptoms and at a cut off 10 for major depressive symptoms. Perceived difficulty in school work was assessed by items dealing about difficulties in areas of course work. The response alternatives of these items were 0 = not at all, 1 = not so much, 2 = quite much, 3 = very much. The types of substances that students had used in their life and in the last three months were assessed. Negative binomial regression and multinomial regressions were employed to investigate the predictors of number of substance use and depressive symptoms respectively. Results The prevalence of depressive symptoms was 71.4% (Mild: 30% and Major 41.4%). About 24.6% of participants had the experience of using at least one substance. Increment in perceived difficulties in learning score was associated with more use of substances (aRRR = 1.03, 95% CI: 1.01–1.06), mild level depressive symptoms (aOR = 1.10, 95% CI: 1.04, 1.56 and major depressive symptoms (aOR = 1.19, 95% CI: 1.13, 1.26). Every increment in anxiety score was associated with increased risk of mild level of depressive symptoms (aOR = 1.09, 95% CI: 1.01, 1.17) and major depressive symptoms (aOR = 1.28, 95% CI: 1.18, 1.37). Being male (aRRR = 5.54, 95% CI: 3.28, 9.36), urban residence (aRRR = 2.46, 95% CI: 1.62, 3.72) and increment in number of life threatening events (aRRR = 1.143, 95% CI: 1.08, 1.22) were associated with increased risk of substance use. Conclusion Perceived difficulties in learning independently predicted increased depressive symptoms as well as substance use among participants.

The purpose of this study was to document potential effect of depression on academic outcomes. We collected a cross sectional data from 710 pre-engineering university students in northwestern part of Ethiopia using cluster sampling. Depressive symptoms were assessed using a locally validated version of Patient Health Questionnaire (PHQ-9) at a cut off 5-9 and 10 or more indicating mild and major depressive symptoms, respectively. The types of substances that students experienced in the last three months were assessed. Multivariable linear regression was carried out to examine whether depressive symptoms predicted academic outcomes (cumulative GPA and perceived difficulties in learning process). Higher PHQ-9 scores were reported by 71.4% (30% mild and 41.4% major levels): of the students. Increment in depression (β=0.296, 95% CI: 0.223, 0.370), anxiety score (β=0.119, 95% CI: 0.011, 0.227), substance use (β=0.169, 95% CI: 0.045, 0.293) and stressful life events (β=0.306, 95% CI: 0.080, 0.532) scores were positively correlated with perceived difficulties in learning. Each increment in selfefficacy score (β=0.006, 95% CI: 0.001, 0.012) was positively associated with semester GPA. However, PHQ-9 score did not independently associate with semester GPA (β = -0.001, 95% CI: -0.007, 0.00). Depressive symptoms were associated with perceived difficulties in learning. Future follow-up studies and intervention strategies are needed to demonstrate causality.

The Gumuz are indigenous peoples in Northwest Ethiopia having their own unique cultural values and traditions among which marriage practices and gender role socialization are just two of them and this study aimed to explore these practices. The study was conducted in Dibate District, Benishangul Gumuz Region, using inductive qualitative ethnographic design. Participants were adolescent school girls, mothers, elderly women, experts from culture and tourism, and Women, Youth and Children's Affairs offices and experts from non-governmental organizations. Participants were selected using snow ball sampling techniques. Data were collected from twenty-five participants through in-depth interviews, focus group discussions and participant observation. Data collected through these methods were analyzed thematically. Parental beliefs, gender role expectations, menstrual and delivery practices, food taboos, sister exchange marriage, polygyny and females considered as male 'properties' were the major themes emerged from data analysis. The findings of this study imply that there is a need for awareness creation education on gender equality and about the negative consequences of avoiding some types of food items by Gumuz females.