Document Type

Article

Department

Professional Development Centre, Gilgit

Abstract

Among all levels of education, Early Childhood Education and Development (ECEd) is considered to be the most critical level for social (relationship to others), emotional (self-image and security), cognitive (thinking and reasoning) and physical development of children. Therefore, the teachers of early years need to play a significant role in the teaching and learning process through providing a friendly environment in their schools. The study employed a case study approach. Information was gathered through a combination of methods, which included classroom observations, field notes, document analysis, focus group and semi structured interviews. The focus group participants and the interviewees were selected from a variety of stakeholders, which included parents, students, teachers and head teachers from public sector to get a comprehensive and representative analysis. Informal conversations with different stakeholders and self reflections contributed to clarify different aspects of the issues and findings. In this study I explored teachers’ role in developing child friendly environment in ECE classrooms. Thus, two female ECE classroom teachers from a public secondary school in Gilgit-Baltistan of Pakistan were the primary participants of the study and they taught in early setup. The study revealed that institutional support and monitoring teachers’ personal propensity to learning for improving pupils’ learning, the prior ECED learning experiences and pedagogical content knowledge play an important role in engaging teachers in developing their thinking and teaching practice. The contribution of this thesis is that institutional and socio cultural influences are local, and derive from the Pakistani context, so have a particular significance for designing teacher development programs.

Publication

International Journal of Academic Research in Business and Social Sciences