Measuring Early Childhood Education using CIPP model in Quetta

Abstract

Early child education (ECE) is the foundation of learning and development. How ever, its effective application requires proper teaching practice and ECE friendly environment. This study measure the implementation of ECE using CIPP (context, input, process and product) model in public schools of Quetta. An explanatory sequential mix-method employed. Quantitative data collected by ECE teachers using 4-point Likert scale questionnaire. Qualitative data received through focus group interview and classroom observation for process domain. The quantitative data showed favorable conditions for context domain. Infrastructure demands (M= 3.48) and community collaboration (M= 3.09). In input domain, the data showed limitation in furniture, teaching materials, washing and play area, visual learning tools. The process domain showed better implementation in encouragement of students to ask questions with (M=3.10). Product domain showed positive findings showing numeracy and literacy skills (M=2.90) and promoting to next level of learning and social skills (M=2.90). Focus group interview and classroom observation shows that teachers faces language, insufficient resources, irregular training, lack of learning materials pressure of syllabus completion. Availability of resources, child centered teaching, contextual adaption of curriculum can improve ECE implementation.