Exploring Beliefs and Practices of Head Teachers about Early Childhood Education in Public Schools of Islamabad

Abstract

The purpose of the study was to explore beliefs and practices of head teachers about ECE in Federal government schools of Islamabad. Early Childhood Development (ECD), normally termed as Early Childhood Education (ECE) is relatively a nascent field in the education context of Pakistan. ECE Programmes are normally introduced at pre-primary level (Kachi level) in government schools in Pakistan.  In this context, the role of headteachers as leaders becomes significant to have a positive impact on ECE practices in schools. The study was conducted in four government schools in Islamabad through a qualitative case-study method. Face to face interviews were conducted with participants including four headteachers and four teachers representing each school. Focus Groups Discussions (FGDs) were also held in two schools with six parents/mothers. The study findings reveal that all female headteachers believed in a nurturing approach for supporting early childhood development among children. They believed that joyful learning, physical well-being, strong learning foundations, emotional development; and positive relationships are key to build strong life foundations for children.  However, at the same time, it was also found that headteachers were limited by various factors to put their beliefs into practice in terms of creating a learning environment for holistic development of the children, in line with National ECE Curriculum Standards of Pakistan. The study recommends providing opportunities for headteachers to develop their knowledge, skills and capacities in the domain of ECE.