Practices and Challenges of Early Literacy and Numeracy Skills among Preschool Children in Adama City

Hamid Kedir Geda, Yigzaw Haile, Yirgalem Alemu, Galata Sitota

Abstract


The study aims to assess the practices and challenges of early literacy and numeracy skills among preschool children in pre-primary education (PPE) within the Adama City Administration. A total of 546 participants were involved in this study; among them, 531 completed and returned the survey, including 375 children and 156 teachers. Additionally, eight parents and six school principals, for a total of 14 respondents, were interviewed in this study. The survey data collection instruments were adapted from those initially prepared by the Ministry of Education (MoE) to assess children's literacy and numeracy skills. The quantitative data were analyzed using descriptive statistics (mean, standard deviation, percentage) and inferential statistics (t-test and MANOVA), while qualitative data were analyzed through thematic description and word narration. First finding indicated that as practices of early literacy and numeracy skills, teachers in the Adama City PPE program employ a variety of methods for teaching early literacy and numeracy skills. A significant number of teachers incorporate numeracy activities into their classrooms more frequently than literacy activities. Traditional teaching tools such as storybooks, worksheets, and other printed materials are predominantly used, highlighting a reliance on conventional methods that which is not convenient to the interactive and engaging elements necessary for developing the foundational skills of children. Moreover, the result of study revealed that major challenge affecting the effective delivery of literacy and numeracy instruction is the shortage of resources, including teaching materials, classrooms, and technology. This lack of resources limits the ability of teachers to use diverse and engaging teaching methods and hinders students from accessing the tools necessary for fully developing their skills, thereby contributing to disparities in educational outcomes. To address the current gaps in early literacy and numeracy skills among preschool children, all stakeholders—such as the Ministry of Education, the Oromia regional state, and the city administration of Adama—must collaborate on teacher training, school improvement, parent awareness initiatives, resource enhancement, and advanced instructional strategies to prepare children for a better future.

Keywords


Pre-primary school, literacy skills, numeracy skills, practices, challenges, Adama

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References


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DOI: https://doi.org/10.7575/aiac.ijels.v.13n.3p.154

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