Early childhood care and education practices in Ethiopia: a case of selected pre-primary schools

This study employed a qualitative case study approach, guided by Ecological Systems Theory, to investigate the practices of Early Childhood Care and Education (ECCE) in selected preschools within the Central Ethiopia Regional State. Data were collected through semi-structured interviews, focus group discussions, and document analysis. The findings revealed that the ECCE practice in the country is characterised by inadequately trained teachers and caregivers, developmentally inappropriate curricula, inadequate resources, and poor working conditions. Additionally, the study identified numerous challenges hindering ECCE practice including limited supervision and programme evaluation, low parental and community involvement, ineffective school leadership, unbalanced staff-to-child ratios, and inadequate healthcare and hygiene system. This implies that Ethiopia continues to encounter substantial obstacles in fulfilling Sustainable Development Goal 4 (SDG4), which seeks to ensure that all children receive high-quality ECCE services that address their varied needs and equip them for enduring academic and personal success.