Exploration of teachers’ teaching practices of Early Childhood Care and Education (ECCE) utilize in different contexts; A literature Review

Abstract

This literature review is about the exploration of teachers’ teaching practices of Early Childhood Care and Education (ECCE) teachers utilized in different context’. The findings of this study are based on literature published between the years 2000 and 2020. This document is established as a current analysis of teaching practices of ECCE teachers. The limitation of this paper is that the majority of the study is based on Australia, UK, France, Germany, Pakistan Australia, and USA which restricts the results' worldwide application. The results are presented in seven comprehensive themes; Early Childhood Care and Education (ECCE), Importance of Early Childhood Care and Education, Global status of Early Childhood Care and Education, Challenges in Early Childhood Care and Education, Strengthening in Early Childhood Care and Education, best teaching practices in Early Childhood Care and Education and teaching practices utilized by ECCE teachers in different contexts. At the root, all of these themes reveal the practices of ECCE teachers in different context. This study is directly linked to policymakers, educationist, government leaders, community members, researchers and parents who are interested to make early childhood education more effective and appropriate. However from this literature review it is found that ECCE teachers are not much practicing the effective teaching practices in their classrooms just as; collaborative activity, interactive activity, Hands-on or project based activities. Even it is also found that in many contexts in ECCE physical and social environment was not much conducive for children in order to make their learning effective.

An Evaluation of Early Childhood Education at Provincial Level: Policies, Practices, Issues, and Challenges in Baluchistan

“…In order to liberate the majority of Pakistan's population from illiteracy, these changes and reforms to the country's educational system could not be carried out solely by the government (Shah, Rafique & Bano, 2022). Instead, they required collaboration between the public and private sectors as well as contributions from both formal and informal education.…”