Exploring the current practices and perceptions of ECD teachers for the implementation of high scope curricular teaching approach
Professional Development Centre, Karachi
Early Childhood of human life is crucial in terms of holistic development of children. In this regard, the teachers of early years need to play a significant role in the teaching and learning process. Currently educators and teachers are using a number of curricular teaching approaches. High Scope is one of the mostly used curricular teaching approaches in the context of Gilgit Baltistan, of Pakistan.
The aim of this study was to explore the perceptions and practices of early childhood teachers to implement High Scope curricular teaching approach.
The findings suggest that prior training on curricular teaching approaches provided the participants an understanding to relate the theoretical knowledge into practice. The study also reveals that these teachers are using learning from High Scope, which involves active learning, integrated teaching with integration of different subjects and using teaching learning material. The findings also highlighted that these teachers face difficulty in full implementation of High Scope teaching approach due to lack of relevant teaching and learning material, multi-age children in the classroom, and open admission throughout the year. These challenges minimized the teachers’ motivation to follow High Scope with its true essence in their local context.
In Search of Relevance and Sustainability of Educational Change : An International Conference at Aga Khan University Institute for Educational Development, November 1-3, 2012
(2012). Exploring the current practices and perceptions of ECD teachers for the implementation of high scope curricular teaching approach. In Search of Relevance and Sustainability of Educational Change : An International Conference at Aga Khan University Institute for Educational Development, November 1-3, 2012, 465-496.
Available at: https://ecommons.aku.edu/pakistan_ied_pdck/229
Other Educational Administration and Supervision Commons, Other Teacher Education and Professional Development Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons