Pakistani Teachers’ Perceptions of Kindergarten Children’s Learning: An Exploration of Understanding and Practice

Abstract

This paper considers perceptions of children's learning and classroom practice to support learning in the Pakistani early years educational context. In Pakistan, there is a growing focus on quality provision of early childhood education and building early childhood education teacher capacity. Over the course of one academic year, data were collected from kindergarten teachers in a Pakistani urban school through interviews and classroom observations as part of a larger study. Findings presented in this paper are based on the interview data of two teachers in the sample, a novice and an experienced teacher. Data analysis examined their perceptions of kindergarten children's learning and of their practice to support kindergarten children's learning, taking into consideration the gender perspective. The results showed tensions in the teachers' perceptions which contrasted between a constructivist approach and a teacher-directed skills approach. Perceptions of their practice reflected a formal, teacher-directed approach rather than a constructivist approach and a teacher-directed skills approach to teaching. Several factors, including deep-rooted perceptions as well as curriculum structure, time, number of staff and resources, contributed to this.

Early Childhood between a Rock and a Hard Place: Early Childhood Education and Students’ Disruption in Khyber Pakhtunkhwa Province, Pakistan

“…Large class size also affects students' learning, safety and well-being. It hinders the use of a constructivist approach of teaching [17,50] and clean and well-conditioned classrooms [51]. Such a situation hinders effective education [46] and leads to students' disruptions [52], poor performance and high dropouts in Pakistan [46,53].…”

“…Despite some studies being conducted in ECE in Pakistan, there is still a dearth of research on various aspects of ECE, particularly regarding teachers' experiences. Pardhan (2012) highlighted the contrast between developmentally appropriate methods of teaching and actual practices in ECE classrooms [17]. Shakeel and Aslam further elaborated that the teaching and learning process in ECE is critical to academic success, holistic development and future achievements [18].…”

Impact of Effectiveness of Early Childhood Education on Students Learning Outcomes in Pakistan

“…The purpose of early childhood institutions is the affective and cognitive development of a child at the early stages of life. Pardhan (2012) analysed the learning and teaching practices in Pakistan. He supports the early years of learning in Pakistan in an educational context by considering classroom practices and child's learning perception.…”

Exploring Teachers’ Practices of Parental Involvement at ECD Level in Gilgit City

“…Seemingly, teachers' practices of parental involvement are not up to the desired need. According to Pardhan (2012) teachers' training programs need to enhance teachers' skills to increase parental involvement in their child's learning and developmental process.…”

“…Many efforts are taken to provide quality education to early school going children and to give awareness to the parents of young children about their physical and mental growth. However, Pardhan (2012) is of the view that parental involvement in child's learning process is not appreciable in the context of Pakistan. In this regard, exploring the teachers' practices of parental involvement in the context of Gilgit city may provide sufficient results about the quality of education being imparted to young children.…”