Teachers perceptions of early childhood care and development centers: effects on pre-primary students in Bhutan

Abstract

This mixed methods research aimed at investigating the effects of Early Childhood Care and Development (ECCD) Centers on Pre-Primary students’ developmental skills through Bhutanese Pre-Primary teachers’ perceptions. The students’ developmental skills were determined in terms of their gross and fine motor development, emergent language and literacy, emergent numeracy, socio-emotional development and approaches to learning. The respondents consisted of 35 teachers’ teaching the Pre-Primary level across 14 schools in one of the western districts in Bhutan. The data collected through survey questionnaire and semi-structured interview was analyzed using descriptive statistical analysis and thematic analysis respectively. The findings revealed a high level (Mean=3.73) preparedness in the overall developmental skills of the Pre-Primary students who attended ECCD Centers. In addition, the study also confirmed that it was important for students to attend ECCD Centers before starting the formal schooling because it contributed to enhanced school readiness, academic performance, confidence, social skills and teaching-learning process. However, maintaining the quality of ECCD Centers were suggested as essential to ensure optimum benefits and to overcome the current challenges associated with ECCD attendees.