View in EDS HTML Full Text PDF Full Text

Appropriateness of Learning Environments in Preprimary Educational Institutions: The Case of Preschools in Bahir Dar City, Ethiopia

Saved in:
Bibliographic Details
Title: Appropriateness of Learning Environments in Preprimary Educational Institutions: The Case of Preschools in Bahir Dar City, Ethiopia
Language: English
Authors: Mulugeta Yayeh Worku (ORCID 0000-0001-9363-961X)
Source: International Journal of Child Care and Education Policy. 2025 19.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Educational Environment, Preschool Education, Preschool Teachers, Administrators, Barriers, Educational Facilities, Classroom Environment, Foreign Countries
Geographic Terms: Ethiopia
DOI: 10.1186/s40723-025-00140-7
ISSN: 1976-5681
2288-6729
Abstract: This study aimed to examine the appropriateness of learning environments in preprimary institutions, specifically focusing on preschools in Bahir Dar city, Ethiopia. To achieve this, a mixed-methods research approach was employed, guided by an adapted framework for assessing learning environments. Participants included preschool teachers and leaders who were selected through a comprehensive sampling technique. Data were collected using questionnaires and observations, and analyzed both quantitatively (using means, standard deviations, one-sample t-tests, and independent samples t-tests) and qualitatively through a thematic analysis approach. The findings revealed several challenges related to the physical environments, facilities, and classroom conditions within the preschools. The study concludes that, despite some positive efforts, preschools in Bahir Dar city were struggling to provide preprimary education in environments that are unsuitable for children. Finally, the article offers recommendations aimed at improving the learning environments of these institutions.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1460995
Database: ERIC
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwHpgU11bpp3RXNl4iEpJpKcAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDCt74z9OKBNFiWsFXwIBEICBm3tUmjmnHQHEUGJ_US7CCNChynf3gc81cIQ9ijvdLyrhSnfpaEPAQsuUWATz8pXPBnnlscog6unyEKl0u4f3QY7QYki-eMVy4vZlpw_y6E7ll01fBC3-LKw_xCKymJIBdL5PtfXXRB5BCo19bV3BnGRN0Z4X8_evLkosaDGA_R48lH8jKOFqhcYXlT9nJGJ8ZH2huIEpK0_5zVHY
Text:
  Availability: 1
  Value: <anid>AN0182537972;[ds0u]27jan.25;2025Jan31.05:53;v2.2.500</anid> <title id="AN0182537972-1">Appropriateness of learning environments in preprimary educational institutions: the case of preschools in Bahir Dar city, Ethiopia </title> <p>This study aimed to examine the appropriateness of learning environments in preprimary institutions, specifically focusing on preschools in Bahir Dar city, Ethiopia. To achieve this, a mixed-methods research approach was employed, guided by an adapted framework for assessing learning environments. Participants included preschool teachers and leaders who were selected through a comprehensive sampling technique. Data were collected using questionnaires and observations, and analyzed both quantitatively (using means, standard deviations, one-sample t-tests, and independent samples t-tests) and qualitatively through a thematic analysis approach. The findings revealed several challenges related to the physical environments, facilities, and classroom conditions within the preschools. The study concludes that, despite some positive efforts, preschools in Bahir Dar city were struggling to provide preprimary education in environments that are unsuitable for children. Finally, the article offers recommendations aimed at improving the learning environments of these institutions.</p> <p>Keywords: Developmentally appropriate practice; Early childhood and care education; Learning environment; Preprimary education; Preschool; Preschool facilities</p> <hd id="AN0182537972-2">Introduction</hd> <p>The early years of a child's life significantly impact cognitive development. Therefore, creating a supportive and stimulating learning environment during this critical period is essential for maximizing children's brain development. Numerous studies have consistently shown that a safe and secure environment considerably influences children's social and emotional well-being (Greenman, [<reflink idref="bib8" id="ref1">8</reflink>]; Pairman & Terreni, [<reflink idref="bib20" id="ref2">20</reflink>]; UNICEF, [<reflink idref="bib27" id="ref3">27</reflink>]).</p> <p>A favorable learning environment also plays an important role in enhancing positive interactions between children and caregivers, as well as among peers. This, in turn, fosters the development of children's sense of empathy, cooperation, and belonging (ACECQA, [<reflink idref="bib1" id="ref4">1</reflink>]; Greenman, [<reflink idref="bib8" id="ref5">8</reflink>]; Pairman & Terreni, [<reflink idref="bib20" id="ref6">20</reflink>]). As many studies have demonstrated, a positive learning environment significantly impacts the quality of preprimary education and care services, as well as the overall development of children (ACECQA, [<reflink idref="bib1" id="ref7">1</reflink>]; Greenman, [<reflink idref="bib8" id="ref8">8</reflink>]; Pairman & Terreni, [<reflink idref="bib20" id="ref9">20</reflink>]; UNICEF, [<reflink idref="bib27" id="ref10">27</reflink>]).</p> <p>Drawing on the experience of early childhood educators in Reggio Emilia, New Zealand, scholars in the field of Early Childhood Care and Education (ECCE) emphasize the importance of considering the learning environment as the "third teacher" in preprimary educational settings (ACECQA, [<reflink idref="bib1" id="ref11">1</reflink>]; Greenman, [<reflink idref="bib8" id="ref12">8</reflink>]; Pairman & Terreni, [<reflink idref="bib20" id="ref13">20</reflink>]). The notion put emphasis on the significant role that the physical environment plays in shaping children's learning experiences and developmental opportunities. As Pairman and Terreni ([<reflink idref="bib20" id="ref14">20</reflink>]) rightly noted, much like preschool teachers and families, the learning environment has its own language—it "speaks to children about what they can do, how and where they can do it and how they can work together" (p. 1).</p> <p>Despite the significant role that early childhood education plays in advancing broader social, economic, and educational goals, many countries have not given the sector the attention it deserves (Osakwe, [<reflink idref="bib19" id="ref15">19</reflink>]; UNICEF, [<reflink idref="bib27" id="ref16">27</reflink>]). In Ethiopia, for instance, ECCE has historically suffered from inadequate funding, low enrollment rates, and a lack of government prioritization, leading to limited access for children (Tefera, [<reflink idref="bib22" id="ref17">22</reflink>]; Kim et al., [<reflink idref="bib9" id="ref18">9</reflink>]; MOE, [<reflink idref="bib13" id="ref19">13</reflink>], [<reflink idref="bib14" id="ref20">14</reflink>], [<reflink idref="bib15" id="ref21">15</reflink>], [<reflink idref="bib17" id="ref22">17</reflink>]).</p> <hd id="AN0182537972-3">Statement of the problem</hd> <p>Over the last 15 years, the Ethiopian government has implemented policy measures aimed at enhancing early childhood education and care. For example, in 2010, it introduced a national ECCE policy framework designed to ensure that all children in the country have the right to a healthy start in life, are nurtured in a safe and stimulating environment, and can reach their full potential (MoE, [<reflink idref="bib13" id="ref23">13</reflink>]). Alongside this policy framework, the government also issued several other national documents. Notably, the ECCE guideline (MoE, [<reflink idref="bib14" id="ref24">14</reflink>]) and the national framework for ECCE inspection (MOE, [<reflink idref="bib17" id="ref25">17</reflink>]), introduced in 2010 and 2015, respectively, offer clear guidance to key stakeholders on the establishment of ECCE centers and the provision of quality services. As a result of these initiatives, Ethiopia has recently made progress in expanding early childhood education and increasing enrollment rates among children.</p> <p>Despite these developments, significant gaps remain in ensuring that learning environments in preschools are suitable and effective. A key challenge in this regard is the inadequacy of physical infrastructure. According to the EFA Global Monitoring Report (UNESCO, [<reflink idref="bib26" id="ref26">26</reflink>]), many schools lack appropriate buildings, resulting in overcrowded classrooms that are not conducive to effective learning. Local studies, including those by Tefera ([<reflink idref="bib22" id="ref27">22</reflink>]), Boitumelo and Abatihun ([<reflink idref="bib3" id="ref28">3</reflink>]), Fantahun ([<reflink idref="bib6" id="ref29">6</reflink>]), Zewdie et al. ([<reflink idref="bib29" id="ref30">29</reflink>]) and Tolla ([<reflink idref="bib24" id="ref31">24</reflink>]), further reveal that numerous preprimary schools lack adequate facilities.</p> <p>Another significant gap is the inconsistency in policy implementation. While Ethiopia has developed policies for ECCE, their execution varies across different regions. A report by the World Bank ([<reflink idref="bib28" id="ref32">28</reflink>]) indicates that local authorities and schools often encounter challenges in meeting national standards due to resource constraints and differing community priorities. This inconsistency leads to disparities between urban and rural areas, with children in rural regions often facing limited access to quality ECCE programs (Tefera, [<reflink idref="bib22" id="ref33">22</reflink>]; Kim, et al., [<reflink idref="bib9" id="ref34">9</reflink>]). Furthermore, children from low-income families and communities encounter barriers that hinder their access to high-quality ECCE opportunities.</p> <p>Additionally, research on ECCE learning environments in Ethiopia faces some theoretical gaps. One prominent issue is the absence of robust theoretical frameworks to guide studies in this field. This gap, evident in other countries as well, can lead to questionable conclusions and a mismatch from the broader context of global early childhood education practices (UNICEF, [<reflink idref="bib27" id="ref35">27</reflink>]).</p> <p>Moreover, research on ECCE learning environments is not without methodological gaps. One major issue in this regard is the lack of focused research specifically addressing preschool learning environments. While some researchers have touched on this topic (e.g., Aimaw et al., 2015; Boitumelo & Abatihun, [<reflink idref="bib3" id="ref36">3</reflink>]; Tolla, [<reflink idref="bib24" id="ref37">24</reflink>]), there has yet to be a study that exclusively investigates preschool learning environments, despite the exploration of other dimensions of ECCE programs.</p> <p>Besides, existing research tends to rely predominantly on quantitative methods, primarily utilizing survey data. This methodological limitation restricts the exploration of the complex socio-cultural factors that influence educational practices and may overlook the unique contexts and specific challenges faced by individual institutions (Creswell & Clark, [<reflink idref="bib5" id="ref38">5</reflink>]). Consequently, the depth of insight into the complexities of ECCE environments in Ethiopia remains significantly constrained.</p> <p>The present study is undertaken in response to the aforementioned gaps in the landscape of early childhood education in Ethiopia. It aims to contribute to addressing these issues, thereby enhancing the quality of preprimary education and fostering supportive learning environments for young children. To achieve this purpose, the study is organized around the following research questions. (<reflink idref="bib1" id="ref39">1</reflink>) How appropriate are the physical environments of preschools for facilitating preprimary education? (<reflink idref="bib2" id="ref40">2</reflink>) To what degree are basic facilities essential for preprimary education provided? (<reflink idref="bib3" id="ref41">3</reflink>) How conducive are preschool classrooms to promoting effective instruction? (<reflink idref="bib4" id="ref42">4</reflink>) Are there statistically significant differences in perspectives between teachers and leaders concerning the appropriateness of preschool environments?</p> <hd id="AN0182537972-4">Conceptual framework</hd> <p>Educators in the field of early childhood education consistently assert that preprimary educational programs should be anchored in the core principles of constructivist theory. In alignment with this theory, proponents of Developmentally Appropriate Practice (DAP) emphasize several key principles (Bredekamp & Copple, [<reflink idref="bib4" id="ref43">4</reflink>]; Miller, [<reflink idref="bib11" id="ref44">11</reflink>]).</p> <p>One of the foundational principles guiding preprimary education is that children learn most effectively when their physical needs are met and they feel safe and secure psychologically. This principle underscores the necessity of creating a safe and inclusive environment where every child is welcomed and valued (Bredekamp & Copple, [<reflink idref="bib4" id="ref45">4</reflink>]; Miller, [<reflink idref="bib11" id="ref46">11</reflink>]). Another significant constructivist principle is that children learn through play (Miller, [<reflink idref="bib11" id="ref47">11</reflink>]). Play is a vital avenue for exploration, experimentation, and hands-on learning, all of which are essential for knowledge construction in early childhood development. These principles collectively highlight the importance of supportive learning environments that not only prioritize safety and inclusion, but also actively promote play as a fundamental mechanism for learning.</p> <p>Drawing from these constructivist principles and an extensive literature review, this study argues that the pursuit of an appropriate learning environment is contingent upon the following three key dimensions: a safe and secure physical environment, age-appropriate facilities, and conducive classrooms (see Fig. 1).</p> <p>Graph: Fig. 1 Conceptual framework</p> <p>The first dimension, safe and secure physical environment, emphasizes the fundamental need for safety in preprimary schools. This includes both the physical structure of the school and the broader school grounds, highlighting the importance of creating a setting that is not only secure, but also stimulating and nurturing for children (ACECQA, [<reflink idref="bib1" id="ref48">1</reflink>]; Greenman, [<reflink idref="bib8" id="ref49">8</reflink>]; Pairman & Terreni, [<reflink idref="bib20" id="ref50">20</reflink>]). A key characteristic of a quality physical environment is its safety. It should be free of hazards and equipped with secure gates and fences. Additionally adequate supervision and established emergency protocols are essential to ensure the well-being of all children (ACECQA, [<reflink idref="bib1" id="ref51">1</reflink>]; Fantahun, [<reflink idref="bib6" id="ref52">6</reflink>]). Moreover, the physical environment should be visually appealing, featuring cozy seating areas, soft furnishings, and cheerful décor. Furthermore, it should be attractive with ample space and natural elements such as plants and trees for children to move around, engage in physical activities, and explore and connect with nature (Greenman, [<reflink idref="bib8" id="ref53">8</reflink>]; Pairman & Terreni, [<reflink idref="bib20" id="ref54">20</reflink>]).</p> <p>Research shows that a safe environment is crucial for fostering a sense of security among children, which in turn enhances their exploration and participation skills (ACECQA, [<reflink idref="bib1" id="ref55">1</reflink>]; Greenman, [<reflink idref="bib8" id="ref56">8</reflink>]; Pairman & Terreni, [<reflink idref="bib20" id="ref57">20</reflink>]). When children feel safe, they are more likely to engage with their peers and surroundings, thereby facilitating meaningful learning experiences. Moreover, when caregivers and educators perceive their children's learning environment as safe, they are more likely to engage actively in educational practices and support their children's development effectively (Greenman, [<reflink idref="bib8" id="ref58">8</reflink>]; Pairman & Terreni, [<reflink idref="bib20" id="ref59">20</reflink>]). Thus, this dimension addresses not only the physical attributes, but also the emotional security necessary for young learners to thrive.</p> <p>The second dimension, appropriate facilities, refers to the suitability of educational resources and infrastructures for the developmental stages of preprimary learners. Research has consistently shown that age-appropriate facilities play a crucial role in enhancing not only physical development and motor skills, but also cognitive and social-emotional growth (Greenman, [<reflink idref="bib8" id="ref60">8</reflink>]; Pairman & Terreni, [<reflink idref="bib20" id="ref61">20</reflink>]). When facilities align with children's developmental needs, they foster an environment that promotes active participation and motivation toward learning.</p> <p>Facilities should be tailored to meet the cognitive, physical, and social needs of children. This includes providing safe and stimulating play areas, equipment that encourages learning through play, and resources that reflect the diverse backgrounds of learners (Greenman, [<reflink idref="bib8" id="ref62">8</reflink>]; Pairman & Terreni, [<reflink idref="bib20" id="ref63">20</reflink>]). Specifically, preschools need to be equipped with essential facilities, including both indoor and outdoor play materials.</p> <p>Outdoor play equipment, such as swings, slides, climbing structures, balls, jump ropes, and sandboxes, is vital for developing children's motor skills and physical fitness (ACECQA, [<reflink idref="bib1" id="ref64">1</reflink>]; MoE, [<reflink idref="bib14" id="ref65">14</reflink>]; Pairman & Terreni, [<reflink idref="bib20" id="ref66">20</reflink>]). These activities not only promote physical fitness, but also foster social interaction, teamwork, and cooperative play. Preschools should also be equipped with various indoor facilities, including child-friendly bathrooms with low sinks and easily accessible soap dispensers, cozy mats and rugs for creating comfortable play areas, cribs and cots for naptime, and storage bins for organizing toys and materials (ACECQA, [<reflink idref="bib1" id="ref67">1</reflink>]; MoE, [<reflink idref="bib14" id="ref68">14</reflink>]; Pairman & Terreni, [<reflink idref="bib20" id="ref69">20</reflink>]).</p> <p>In addition to these materials, attention should be paid to cleaning and hygienic facilities, as well as medical services that include regular health check-ups, vaccinations, and provisions for emergency care (Greenman, [<reflink idref="bib8" id="ref70">8</reflink>]). Such measures not only ensure that children are safe and comfortable, but also promote their health, thereby further supporting their overall development.</p> <p>The third dimension, conducive classroom, pertains to the suitability of the learning environment within the classroom setting. This dimension encompasses various aspects that include classroom layout, the availability of learning materials, teacher–student interactions, and the overall classroom climate. The physical setup of classrooms should prioritize safety, warmth, and engagement for children (ACECQA, [<reflink idref="bib1" id="ref71">1</reflink>]; Greenman, [<reflink idref="bib8" id="ref72">8</reflink>]; Miller, [<reflink idref="bib11" id="ref73">11</reflink>]). Its layout must be open and easily navigable that allows free movement and interaction among children. Access to natural light, combined with clear pathways, contributes to a stimulating atmosphere, while bright and cheerful colors enhance the overall esthetic appeal of the space (Greenman, [<reflink idref="bib8" id="ref74">8</reflink>]; Pairman & Terreni, [<reflink idref="bib20" id="ref75">20</reflink>]). Additionally, classrooms should be thoughtfully organized into various learning centers—such as reading, art, sensory, and drama—to provide children with a range of hands-on learning opportunities (Greenman, [<reflink idref="bib8" id="ref76">8</reflink>]; Miller, [<reflink idref="bib11" id="ref77">11</reflink>]). Such an organization enables children to explore different interests and engage in self-directed learning.</p> <p>Moreover, incorporating child-sized furniture—like tables, chairs, and shelves—is essential for ensuring comfort and accessibility for young learners. Including natural elements, such as plants and wooden toys, can also create a more inviting and calming environment (ACECQA, [<reflink idref="bib1" id="ref78">1</reflink>]; Pairman & Terreni, [<reflink idref="bib20" id="ref79">20</reflink>]). Displaying children's artwork, photos, and name tags in the classroom not only personalizes the space, but also highlights each child's achievements, thereby contributing to their sense of identity and self-worth (ACECQA, [<reflink idref="bib1" id="ref80">1</reflink>]; Miller, [<reflink idref="bib11" id="ref81">11</reflink>]). Elements such as natural lighting, ventilation, furniture arrangement, and visual stimuli are essential in designing a welcoming environment that accommodates diverse learning styles. Furthermore, positive teacher–student relationships and effective classroom management are necessary for fostering a supportive atmosphere where children feel secure enough to take risks in their learning (ACECQA, [<reflink idref="bib1" id="ref82">1</reflink>]; Pairman & Terreni, [<reflink idref="bib20" id="ref83">20</reflink>]).</p> <p>In summary, as shown in Fig. 1, creating an appropriate learning environment depends on the interplay between a safe and secure physical environment, age-appropriate facilities, and conducive classrooms. Each dimension independently enhances the quality of preprimary education, while their interconnections shape the overall learning environment. Together these dimensions form a holistic framework for examining preprimary school environments where a secure setting enables efficient resource use, and well-designed classrooms provide supportive spaces for children's development.</p> <hd id="AN0182537972-5">Methods</hd> <p></p> <hd id="AN0182537972-6">Research approach and design</hd> <p>This study employed a mixed-methods research approach to gain a deeper understanding of preschool learning environments from multiple perspectives. Specifically, a concurrent triangulation design was used as it allows for the confirmation, cross-validation, and corroboration of findings. This design was chosen for its suitability to provide well-validated and substantiated results (Creswell & Clark, [<reflink idref="bib5" id="ref84">5</reflink>]).</p> <hd id="AN0182537972-7">Research setting</hd> <p>In Ethiopia, preschools, also referred to as "O-classes", were introduced as part of the Ethiopian government's ECCE policy framework launched in 2010. The ECCE framework includes three approaches: kindergartens, the non-formal child-to-child program, and preschools[<reflink idref="bib1" id="ref85">1</reflink>] (MOE,). The introduction of the preschool or O-class system has significantly boosted the expansion of ECCE and has led to high enrollment rates for young children in these institutions (Kim et al., [<reflink idref="bib9" id="ref86">9</reflink>]; MOE, [<reflink idref="bib15" id="ref87">15</reflink>]; Tsegai, [<reflink idref="bib25" id="ref88">25</reflink>]).</p> <p>Emphasizing the importance of nurturing children's innate curiosity and creativity, preschools in Ethiopia are mandated to provide a structured learning environment that promotes exploration and growth (MOE,). They deliver a one-year preprimary program based on a curriculum prepared centrally by the Ministry of Education, which is then adapted by regional state education bureaus to align with local contexts.</p> <p>Predominantly staffed by female teachers with qualifications ranging from a 10 + 3 certificate to a 12 + 3 diploma, these preschools reflect the broader educational landscape in Ethiopia. Most children attending these preschools come from low socio-economic backgrounds, as families with more financial means often opt for private kindergartens.[<reflink idref="bib2" id="ref89">2</reflink>] In Bahir Dar city, where diverse religious and ethnic groups have long coexisted, preschools commonly adopt a multicultural approach. It is typical for children from various cultural and religious backgrounds to learn together in the same preschools and classrooms.</p> <hd id="AN0182537972-8">Sampling techniques</hd> <p>The participants in this study comprised both preschool teachers and leaders—principals and vice principals. According to data provided by the education department of Bahir Dar city, a total of 103 educational institutions were offering preprimary education at the time of data collection. Among these institutions, 62 were classified as kindergartens, which included 4 government-funded and 58 privately owned institutions. The remaining 41 institutions fell under the category of preschools.</p> <p>In this study, 20 preschools that represent 48.7% of the total preschools in Bahir Dar, were selected using a simple random sampling technique. Using a comprehensive sampling technique, the study also included all teachers employed in the 20 sample preschools. Among these preschools, 15 were staffed with two teachers each, while the remaining five had only one teacher each. Accordingly, the study involved a total of 35 preschool teachers as its participants.</p> <p>In addition to preschool teachers, the study also included primary school leaders as they are responsible for the administrative affairs of the preschools. Consequently, through a comprehensive sampling technique, a total of 35 leaders—20 principals and 15 vice principals—from the sample preschools were selected as research participants.[<reflink idref="bib3" id="ref90">3</reflink>]</p> <hd id="AN0182537972-9">Data gathering methods</hd> <p>Data essential for this study were collected through questionnaires and observations. Based on literature review and national guidelines regarding preschool environment, a questionnaire consisting of 55 close-ended items was developed. Excluding the section on participants' demographic characteristics, the questionnaire consists of three parts.</p> <p>The first part of the questionnaire aimed to collect data on the physical environments of preschools. This part included a total of 14 items organized into three categories. Specifically, it featured four items to examine the suitability of the preschool's location and site; six items addressing safety and security concerns related to the physical environment; and four items focusing on attractiveness and comfort in the preschool setting. Examples of items featured in the Likert scale include the following: the preschool is located in an accessible area; the preschool's site is suitable for children's outdoor play; the preschool has secure entry and exit points to ensure children's safety; safety measures such as fire extinguishers and first-aid kits are readily available; the preschool environment is visually appealing to young children; and the preschool provides comfortable spaces for children to relax and play.</p> <p>Part two of the questionnaire aimed to examine participants' perspectives on the availability and adequacy of age-appropriate facilities. It comprised a total of 22 items organized into five distinct categories: six items related to indoor and outdoor materials; five items focused on care and safety-related facilities; four items addressing hygiene and sanitation-related facilities; three items concerning facilities for resting, dining, and napping; and four items dealing with the child-friendly nature of buildings. Examples of items incorporated in the Likert scale include the following: adequate security measures are in place for child protection during school hours; outdoor play materials are age-appropriate; the preschool has adequate hand washing facilities; the preschool ensures that toilets are kept clean for children; children are provided with appropriate bedding during nap times; the preschool offers sufficient dining space for children during mealtimes; and the preschool building is accessible for children with disabilities.</p> <p>The third part of the questionnaire is designed to assess classroom conduciveness, and includes a total of 19 items organized into four categories: four items assessing the suitability of the physical classroom setup; six items examining classroom organization; five items focusing on the suitability of the classroom environment' for instruction; and four items addressing the availability of age-sized furniture for young learners. The items incorporated in this part include the following: the preschool regularly maintains classroom furniture; desks and tables are suited to the age and height of the children; the classroom fosters a positive learning atmosphere for all; the environment promotes students' attention and focus; it encourages collaborative learning; learning materials are stored in clearly labeled locations; classroom size is appropriate for the number of enrolled children; and the layout is designed to allow free movement among children.</p> <p>The questionnaire items were prepared using a 5-point Likert scale where participants rated their responses from 5 (very high) to 1 (very low). Specifically, the scale is structured as follows: 5 indicates "very high", 4 "high", 3 "medium", 2 "low", and 1 "very low". For data analysis, the midpoint of the scale (3 or medium) was considered as the average value to represent participants' overall perspectives. This choice was made with the understanding that it reflects a balanced viewpoint and is consistent with the intent of the questions, which aimed to capture a wide range of perspectives.</p> <p>To gain deeper insights into the learning environments in preschools, data were collected using a semi-structured observation schedule. The observation schedule was divided into three parts, each designed to gather qualitative data about the suitability of the learning environments. The first part of the observation was concerned with the physical environment. The second part, on the other hand, focused on facilities, whereas the third part concentrated on the conduciveness of classrooms in preschools. The observations were conducted in eight randomly selected preschools and their classrooms.</p> <p>The data gathering process was conducted by three trained data collectors who received a half-day training focused on effective data collection methods. During the data gathering process, the questionnaires were distributed in person by the data collectors at the selected sample preschools. As a result, all distributed questionnaires were returned. In addition to administering the questionnaires, the same data collectors also conducted observations in the eight randomly selected preschools and their respective classrooms. Following the observations, the data collectors submitted summarized reports using a format specifically prepared for this purpose.</p> <hd id="AN0182537972-10">Validity and reliability</hd> <p>To identify potential limitations and assess the reliability of the questionnaire, a pilot test was conducted with preschool educators who were not selected for the main study. The pilot test aimed to evaluate the clarity, relevance, and overall effectiveness of the questionnaire; and resulted in valuable feedback that was used to refine the final version. The reliability analysis revealed a Cronbach's alpha of 0.83, indicating a high level of internal consistency among the items. Furthermore, composite reliability (CR) and average variance extracted (AVE) were computed, yielding values of 0.70 and 0.68, respectively. These values confirm the reliability of the questionnaire in capturing the intended constructs while minimizing measurement error (Fornell & Larcker, [<reflink idref="bib7" id="ref91">7</reflink>]).</p> <p>To enhance content and face validity, a thorough review of the questionnaire items was conducted in collaboration with a colleague. This collaborative process provided valuable feedback that contributed to refining and improving the overall validity of the questionnaire.</p> <hd id="AN0182537972-11">Data analysis</hd> <p>The quantitative data collected through questionnaires were analyzed using both descriptive and inferential statistical methods. Descriptive statistics involved computing means and standard deviations while inferential statistics included one-sample <emph>t</emph>-tests and independent samples <emph>t</emph>-tests. The one-sample <emph>t</emph>-test was used to compare the mean scores of participants against a specified mean value. Specifically, this analysis aimed to determine whether the participants' collective opinions exceeded or fell below the average mean which is considered the minimum standard for preprimary education. Additionally, an independent samples <emph>t</emph>-test was conducted to compare the perspectives of the two groups of participants concerning the appropriateness of physical environments, facilities, and classrooms. In the analysis, the assumption of equal variances and the overall fit of the data to the <emph>t</emph>-test assumptions were confirmed with an alpha level set at 0.05.</p> <p>On the qualitative side, thematic analysis was employed to interpret the data obtained through observations. This method involved identifying recurring patterns and themes within the data to gain a deeper understanding of the qualitative aspects related to the appropriateness of preschool learning environment.</p> <hd id="AN0182537972-12">Results</hd> <p>In line with the research questions, this section presents the study's quantitative and qualitative results under the following three themes: physical environments, facilities, and classrooms. Additionally, a theme focusing on the independent samples <emph>t</emph>-test results is included. The quantitative results from the questionnaire are presented first, followed by the qualitative findings derived from the observational data.</p> <hd id="AN0182537972-13">Physical environments</hd> <p>To examine the appropriateness of physical environments in preschools, research participants (teachers and leaders) were asked to rate 14 items related to the topic.[<reflink idref="bib4" id="ref92">4</reflink>] The items were organized into three main areas: suitability of preschool location and site; safety and security of the physical environment; and attractiveness and comfort of the physical environment. The results are presented in Table 1.</p> <p>Table 1 Summary of respondents' ratings on the appropriateness of preschool physical environment</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>Categories</p></th><th align="left"><p><italic>N</italic></p></th><th align="left"><p>AM</p></th><th align="left"><p>OM</p></th><th align="left"><p>SD</p></th><th align="left"><p>df</p></th><th align="left"><p><italic>t</italic>-value</p></th><th align="left"><p><italic>p</italic>-value</p></th></tr></thead><tbody><tr><td align="left"><p>Suitability of preschool location and site</p></td><td align="left"><p>70</p></td><td align="left"><p>3</p></td><td char="." align="char"><p>2.39</p></td><td align="left"><p>1.23</p></td><td align="left"><p>69</p></td><td align="left"><p>−4.149</p></td><td align="left"><p>0.000</p></td></tr><tr><td align="left"><p>Safety and security</p></td><td align="left"><p>70</p></td><td align="left"><p>3</p></td><td char="." align="char"><p>2.46</p></td><td align="left"><p>0.98</p></td><td align="left"><p>69</p></td><td align="left"><p>−4.610</p></td><td align="left"><p>0.000</p></td></tr><tr><td align="left"><p>Attractiveness and comfort</p></td><td align="left"><p>70</p></td><td align="left"><p>3</p></td><td char="." align="char"><p>2.38</p></td><td align="left"><p>0.78</p></td><td align="left"><p>69</p></td><td align="left"><p>−6.650</p></td><td align="left"><p>0.000</p></td></tr><tr><td align="left"><p>Grand mean</p></td><td align="left"><p>70</p></td><td align="left"><p>3</p></td><td char="." align="char"><p>2.41</p></td><td align="left"><p>0.99</p></td><td align="left"><p>69</p></td><td align="left"><p>−4.986</p></td><td align="left"><p>0.000</p></td></tr></tbody></table> </ephtml> </p> <p> <emph>AM</emph> average mean, <emph>OM</emph> observed mean, <emph>SD</emph> standard deviations, <emph>df</emph> degree of freedom</p> <p>As shown in Table 1, respondents rated the three major categories below the average mean value. Specifically, the mean scores from the research participants indicate that the suitability of the preschools' location and site (<emph>M</emph> = 2.39, SD = 1.23), safety and security (<emph>M</emph> = 2.46, SD = 0.98), and attractiveness and comfort (<emph>M</emph> = 2.38, SD = 0.78) were all below the average mean of 3. Additionally, the grand mean score fell below the average at (<emph>M</emph> = 2.41, SD = 0.99). Importantly, the mean scores for each category as well as the grand mean are significantly lower than the average mean. These results suggest that the appropriateness of the physical environment in the studied preschools was generally perceived as low.</p> <p>To gain further insight into the physical environments of preschools and triangulate the above quantitative results, additional qualitative data were collected through observation. The findings from this observation yielded two key insights. Firstly, while there were notable differences among the preschools, the observation data revealed various efforts to enhance the physical environment in terms of safety and security. For example, all preschools had fenced compounds with controlled entry and exit gates. Moreover, although there were some inconsistencies, many preschools made efforts to decorate the walls of their buildings. Importantly, all preschools were located in close proximity to the residential areas of the children they serve.</p> <p>Secondly, despite these positive results, the observation data revealed significant shortcomings. For instance, all preschools fell short in providing a comfortable environment for children. Efforts to create appealing and welcoming outdoor spaces, such as incorporating flowers, plants, and trees, were particularly inadequate. Furthermore, the observational data indicated a lack of sufficient space for children, which limited opportunities for play, exploration, and social interaction.</p> <p>Above all, none of the preschools had their own dedicated compounds. Instead, they operate within the premises of primary schools, relying on these institutions for resources and administration. This situation stems from the government's decision to expand ECCE by establishing preschools within existing primary schools. However, observational data revealed that this initiative has been significantly impacting the operation and effectiveness of preschools. For example, the absence of dedicated compounds for preschools created a perception that these institutions are dependents or subordinates to primary schools. As a result, the aspiration for a safe, engaging, and child-friendly environment—characterized by open spaces, age-appropriate facilities, and a variety of learning materials—often hinges on the willingness of the host primary schools. Additionally, preschools have been compelled to adapt to environments and resources primarily designed for older children, rather than for young learners.</p> <p>In contrast, informal observations of kindergartens specifically established for preprimary education in Bahir Dar city indicate that these institutions face comparatively fewer challenges. Kindergartens designed solely for preprimary education not only have better spaces tailored to children's developmental stages, but they also benefit from facilities that directly support play-based and experiential learning. The data further indicated that compared to affiliated preschools, kindergartens had a more conducive environments for implementing various pedagogical principles of ECCE, including hands-on activities, interactive play areas, and opportunities for socialization.</p> <hd id="AN0182537972-14">Facilities</hd> <p>To understand the status of facilities and materials in preschools, the research participants were asked to rate 22 items grouped into five categories. The categories were: (<reflink idref="bib1" id="ref93">1</reflink>) indoor and outdoor play materials and facilities; (<reflink idref="bib2" id="ref94">2</reflink>) care and safety-related facilities; (<reflink idref="bib3" id="ref95">3</reflink>) hygiene and sanitation-related facilities; (<reflink idref="bib4" id="ref96">4</reflink>) facilities for resting, dining, and napping; and (<reflink idref="bib5" id="ref97">5</reflink>) child-friendly buildings for various services. Table 2 presents the results obtained in this regard.</p> <p>Table 2 Respondents' ratings on the adequacy and appropriateness of facilities</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>Facilities/materials</p></th><th align="left"><p><italic>N</italic></p></th><th align="left"><p>AM</p></th><th align="left"><p>OM</p></th><th align="left"><p>SD</p></th><th align="left"><p>df</p></th><th align="left"><p><italic>t</italic>-value</p></th><th align="left"><p><italic>p</italic>-value</p></th></tr></thead><tbody><tr><td align="left"><p>Indoor and outdoor play materials and facilities</p></td><td align="left"><p>70</p></td><td align="left"><p>3</p></td><td align="left"><p>3.22</p></td><td align="left"><p>0.74</p></td><td align="left"><p>69</p></td><td char="." align="char"><p>2.487</p></td><td align="left"><p>0.015</p></td></tr><tr><td align="left"><p>Care and safety-related facilities</p></td><td align="left"><p>70</p></td><td align="left"><p>3</p></td><td align="left"><p>2.26</p></td><td align="left"><p>0.81</p></td><td align="left"><p>69</p></td><td char="." align="char"><p>−7.644</p></td><td align="left"><p>0.000</p></td></tr><tr><td align="left"><p>Hygiene and sanitation-related facilities</p></td><td align="left"><p>70</p></td><td align="left"><p>3</p></td><td align="left"><p>2.93</p></td><td align="left"><p>0.71</p></td><td align="left"><p>69</p></td><td char="." align="char"><p>−0.825</p></td><td align="left"><p>0.412</p></td></tr><tr><td align="left"><p>Facilities for resting, napping, and dining</p></td><td align="left"><p>70</p></td><td align="left"><p>3</p></td><td align="left"><p>2.61</p></td><td align="left"><p>0.93</p></td><td align="left"><p>69</p></td><td char="." align="char"><p>−3.509</p></td><td align="left"><p>0.000</p></td></tr><tr><td align="left"><p>Child friendly buildings for various services</p></td><td align="left"><p>70</p></td><td align="left"><p>3</p></td><td align="left"><p>2.56</p></td><td align="left"><p>1.01</p></td><td align="left"><p>69</p></td><td char="." align="char"><p>−3.645</p></td><td align="left"><p>0.000</p></td></tr><tr><td align="left"><p>Grand mean</p></td><td align="left"><p>70</p></td><td align="left"><p>3</p></td><td align="left"><p>2.70</p></td><td align="left"><p>0.84</p></td><td align="left"><p>69</p></td><td char="." align="char"><p>−2.988</p></td><td align="left"><p>0.003</p></td></tr></tbody></table> </ephtml> </p> <p> <emph>AM</emph> average mean, <emph>OM</emph> observed mean, <emph>SD</emph> standard deviations, <emph>df</emph> degree of freedom</p> <p>Table 2 presents the ratings from research participants regarding the status of various facilities and materials. Accordingly, while indoor and outdoor play materials and facilities received a mean rating of (<emph>M</emph> = 3.22) (SD = 0.74), all other essential facilities were rated below the average mean. The grand mean score for all facilities was (<emph>M</emph> = 2.70) (SD = 0.84), which also falls below the average mean. Furthermore, the mean scores for the four categories of facilities were significantly lower than the average mean, indicating a statistically significant difference between the grand mean score and the average mean.</p> <p>As shown in Table 2, care and safety-related facilities (<emph>M</emph> = 2.26) received the lowest rating, followed by buildings (<emph>M</emph> = 2.56); facilities for resting, napping, and dining (<emph>M</emph> = 2.61); and hygiene and sanitation-related facilities (<emph>M</emph> = 2.93). These results suggest that the overall status of facilities in preschools did not meet at least the average level of adequacy.</p> <p>To substantiate the above quantitative results, qualitative data were collected through observations. The observational data on facilities and materials revealed two main findings. On the one hand, all preschools, regardless of their standards, provided access to outdoor play materials, such as swings, slides, climbers, balls, and jump ropes. The same is true for drinking water and toilets. Notably, in two preschools collaborating with NGOs, there were standardized toilets and hand washing stations.</p> <p>On the other hand, all preschools failed to provide fundamental resources necessary for effective preprimary education. The status of play, care, and safety facilities was alarmingly low. In terms of sanitation and hygiene, the preschools lacked age-appropriate facilities that are essential for maintaining the health and safety of young children. Proper sinks, standardized toilets, and hand washing stations were absent in all preschools.</p> <p>Moreover, the scarcity of necessary materials, such as mats and rugs for playtime, as well as cribs and cots for naptime, severely hampered the ability of preschools to create comfortable and safe environments for rest and engagement in various activities. The complete absence of bathrooms and medical services in all preschools further exacerbated the situation, depriving children of essential hygiene practices and timely medical care in emergencies. Overall, the observational data indicated that these deficiencies not only limit educational opportunities, but also have serious implications for the health, safety, and overall development of preschool children.</p> <hd id="AN0182537972-15">Classrooms</hd> <p>To examine the suitability of preschool classrooms, a total of 19 items were used to assess the appropriateness of the physical setup, classroom organization, environmental conduciveness for learning, and the availability of age-size furniture were used. The results obtained in this regard are presented in Table 3.</p> <p>Table 3 Summary of respondents' ratings on the suitability of classrooms</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>Dimensions</p></th><th align="left"><p><italic>N</italic></p></th><th align="left"><p>AM</p></th><th align="left"><p>OM</p></th><th align="left"><p>SD</p></th><th align="left"><p>df</p></th><th align="left"><p><italic>t</italic>-value</p></th><th align="left"><p><italic>p</italic>-value</p></th></tr></thead><tbody><tr><td align="left"><p>Appropriateness of classroom physical setup</p></td><td align="left"><p>70</p></td><td align="left"><p>3</p></td><td align="left"><p>2.67</p></td><td align="left"><p>0.78</p></td><td align="left"><p>69</p></td><td align="left"><p>−3.540</p></td><td align="left"><p>0.000</p></td></tr><tr><td align="left"><p>Appropriateness of classroom organization</p></td><td align="left"><p>70</p></td><td align="left"><p>3</p></td><td align="left"><p>2.76</p></td><td align="left"><p>0.64</p></td><td align="left"><p>69</p></td><td align="left"><p>−3.137</p></td><td align="left"><p>0.002</p></td></tr><tr><td align="left"><p>Conduciveness of classroom for learning</p></td><td align="left"><p>70</p></td><td align="left"><p>3</p></td><td align="left"><p>2.79</p></td><td align="left"><p>0.81</p></td><td align="left"><p>69</p></td><td align="left"><p>−2.169</p></td><td align="left"><p>0.033</p></td></tr><tr><td align="left"><p>Availability of age-size furniture</p></td><td align="left"><p>70</p></td><td align="left"><p>3</p></td><td align="left"><p>2.89</p></td><td align="left"><p>1.05</p></td><td align="left"><p>69</p></td><td align="left"><p>−0.877</p></td><td align="left"><p>0.383</p></td></tr><tr><td align="left"><p>Grand mean</p></td><td align="left"><p>70</p></td><td align="left"><p>3</p></td><td align="left"><p>2.77</p></td><td align="left"><p>0.82</p></td><td align="left"><p>69</p></td><td align="left"><p>−2.347</p></td><td align="left"><p>0.021</p></td></tr></tbody></table> </ephtml> </p> <p> <emph>AM</emph> average mean, <emph>OM</emph> observed mean, <emph>SD</emph> standard deviations, <emph>df</emph> degree of freedom</p> <p>As shown in Table 3, research participants rated the four major dimensions of a conducive classroom below the average mean. The grand mean score (<emph>M</emph> = 2.77, SD = 0.82) was also below the average mean. Furthermore, the mean scores for each dimension, as well as the grand mean, were significantly lower than the average mean.</p> <p>As indicated in the same table, items related to classroom physical setup received the lowest rating (<emph>M</emph> = 2.67), followed by classroom organization (<emph>M</emph> = 2.76) and classroom conduciveness (<emph>M</emph> = 2.79). In contrast, items related to furniture were rated relatively higher (<emph>M</emph> = 2.89) than the other dimensions. Overall, these quantitative results indicate that the suitability of classrooms in preschools was low.</p> <p>To triangulate the above results, observations were conducted on the following three classroom dimensions: classroom physical setup, organization, and furniture. The data obtained on these specific aspects yielded mixed results. While there were efforts to align the classroom layout and organization with the fundamental principles of preprimary education, limitations were noted regarding attractiveness, comfort, and furniture adequacy. For example, all classrooms were organized into different centers, such as reading, numeracy, art, and music. Additionally, there was an adequate supply of child-sized chairs and tables, and some learning materials were displayed in all the classrooms.</p> <p>However, the preschools were unable to create classrooms that were appealing, comfortable, and engaging for young learners. One significant barrier in this regard was insufficient space which made it difficult to design an environment conducive to a variety of activities. In many instances, classrooms lacked the necessary room for free movement, exploration, and different play areas—elements that are essential for fostering children's creativity and curiosity. Another critical issue was class size. As the observation data revealed, most classrooms were overcrowded hosting up to 50 children. This challenge not only limited the individualized attention teachers could provide but also sometimes resulted in untidy atmosphere that hindered learning and engagement. The presence of so many children made it challenging for teachers to manage activities effectively.</p> <p>Moreover, efforts to incorporate natural elements into classrooms were insufficient. Despite the significant role these elements play in enhancing the learning environment—promoting calmness, increasing engagement, and fostering a connection to nature—their presence in the observed classrooms was often inadequate.</p> <hd id="AN0182537972-16">Comparing mean scores</hd> <p>To assess whether there were significant differences in mean scores between the ratings of teacher and leader respondents regarding the status of preschool learning environments, independent samples <emph>t</emph>-tests were computed. The results of this analysis are displayed in Table 4.</p> <p>Table 4 Independent samples <emph>t</emph>-test on the overall status of learning environments</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>Dimensions</p></th><th align="left"><p>Participants</p></th><th align="left"><p><italic>N</italic></p></th><th align="left"><p>M</p></th><th align="left"><p>SD</p></th><th align="left"><p>df</p></th><th align="left"><p><italic>t</italic>-value</p></th><th align="left"><p>Sig. (2-tailed)</p></th></tr></thead><tbody><tr><td align="left" rowspan="2"><p>Physical Environments</p></td><td align="left"><p>Teachers</p></td><td align="left"><p>35</p></td><td align="left"><p>2.39</p></td><td align="left"><p>0.96</p></td><td align="left" rowspan="2"><p>68</p></td><td align="left" rowspan="2"><p>−0.169</p></td><td align="left" rowspan="2"><p>0.866</p></td></tr><tr><td align="left"><p>Leaders</p></td><td align="left"><p>35</p></td><td align="left"><p>2.43</p></td><td align="left"><p>1.02</p></td></tr><tr><td align="left" rowspan="2"><p>Facilities</p></td><td align="left"><p>Teachers</p></td><td align="left"><p>35</p></td><td align="left"><p>2.68</p></td><td align="left"><p>0.74</p></td><td align="left" rowspan="2"><p>68</p></td><td align="left" rowspan="2"><p>−0.198</p></td><td align="left" rowspan="2"><p>0.843</p></td></tr><tr><td align="left"><p>Leaders</p></td><td align="left"><p>35</p></td><td align="left"><p>2.72</p></td><td align="left"><p>0.94</p></td></tr><tr><td align="left" rowspan="2"><p>Classrooms</p></td><td align="left"><p>Teachers</p></td><td align="left"><p>35</p></td><td align="left"><p>2.69</p></td><td align="left"><p>0.81</p></td><td align="left" rowspan="2"><p>68</p></td><td align="left" rowspan="2"><p>−0.867</p></td><td align="left" rowspan="2"><p>0.388</p></td></tr><tr><td align="left"><p>Leaders</p></td><td align="left"><p>35</p></td><td align="left"><p>2.86</p></td><td align="left"><p>0.83</p></td></tr></tbody></table> </ephtml> </p> <p>When <emph>α</emph> = 0.05, equal variance is assumed</p> <p>Table 4 presents the results of the independent samples <emph>t</emph>-test for the three dimensions of a positive learning environment based on ratings from the two participant groups. As shown in the table, there were no statistically significant differences in mean scores between teachers and leaders across any of the dimensions of the learning environment (<emph>t</emph>-values = −0.169, −0.198, −0.867, 1.025, df = 68, <emph>p</emph>-values ˃0.05).</p> <p>Although the differences were not statistically significant, it is noteworthy that leaders tended to rate the three dimensions slightly higher than teachers. Overall, the results of the independent samples <emph>t</emph>-test indicate no significant differences, suggesting that both groups of respondents share relatively similar views on the appropriateness of learning environments in the preschools studied.</p> <hd id="AN0182537972-17">Discussion</hd> <p>This study revealed important insights into the learning environments of preschools. Firstly, it identified shortcomings in safety and security, attractiveness, and comfort of the physical environment. Quantitatively, the study indicated that the major indicators of an appropriate physical environment were below the expected mean, demonstrating a general lack of a positive physical environment in preschools. Qualitatively, while there were some positive efforts to create safe and secure physical environments, the results revealed significant challenges. One major concern was the inadequacy of comfort and attractiveness in the physical environment, with limited initiatives aimed at beautifying the premises and creating a welcoming atmosphere for children.</p> <p>These results are consistent with findings from several local studies. For example, Adam ([<reflink idref="bib2" id="ref98">2</reflink>]) reported that the learning environments of ECCE centers were not conducive to preprimary education. Similarly, Tadesse et al. ([<reflink idref="bib21" id="ref99">21</reflink>]) and Zewdie et al. ([<reflink idref="bib29" id="ref100">29</reflink>]) found that many indicators of a positive physical environment were lacking in the ECCE centers they examined. Fantahun ([<reflink idref="bib6" id="ref101">6</reflink>]) also noted that most preschool compounds lacked sufficient indoor and outdoor spaces, which hindered children's opportunities for exploration and play. Furthermore, Tefera ([<reflink idref="bib22" id="ref102">22</reflink>]) reported that the physical and outdoor environments of preschools in Ethiopia were not conducive to preprimary education.</p> <p>In terms of facilities, the quantitative results of this study indicate that their overall status falls below the average mean. Although indoor and outdoor play materials and facilities received slightly higher ratings, other essential amenities did not meet expected standards. This disparity underscores a significant gap between existing facilities and the intended standards for quality preprimary environments. The qualitative findings further emphasize the inadequacies in providing basic facilities and materials essential for preprimary education. While some fundamental provisions, such as outdoor play materials and access to drinking water, have been made, many crucial areas remain deficient. The lack of clean and hygienic facilities—such as sinks, age-appropriate toilets, and hand washing stations—as well as inadequate materials for napping and sleeping, raises serious concerns about the overall standard of preschool facilities.</p> <p>Similar findings have been reported in previous local studies. Research by Tefera ([<reflink idref="bib22" id="ref103">22</reflink>]), Fantahun ([<reflink idref="bib6" id="ref104">6</reflink>]), Teffera et al. ([<reflink idref="bib23" id="ref105">23</reflink>]), and Tolla ([<reflink idref="bib24" id="ref106">24</reflink>]) have indicated that essential facilities, including play materials, child-size toilets, sanitation and hygiene amenities, and basic napping and sleeping services, were often insufficiently provided in most ECCE centers.</p> <p>As far as the conduciveness of classrooms is concerned, the results of the present study indicate that its overall suitability was below the average mean. Specifically, the quantitative results revealed that the physical setup of classrooms was not conducive for preprimary instruction. Qualitative findings further indicated that, while there were efforts to align classroom layout and organization with the principles of preprimary education, significant limitations remain in terms of attractiveness, comfort, and appropriate furniture. Challenges such as insufficient space, overcrowded classrooms, and the absence of natural elements undermine the creation of a nurturing environment for children, suggesting a considerable gap between intended classroom standards and their actual conditions.</p> <p>These results align with some local studies (Tefera, [<reflink idref="bib22" id="ref107">22</reflink>]; Fantahun, [<reflink idref="bib6" id="ref108">6</reflink>]; Teffera et al., [<reflink idref="bib23" id="ref109">23</reflink>]; Tolla, [<reflink idref="bib24" id="ref110">24</reflink>]). For example, Fantahun ([<reflink idref="bib6" id="ref111">6</reflink>], p.49) reported that ECCE classrooms were overcrowded "with a student–teacher ratio of 1:30 or greater". Similarly, Teffera et al. ([<reflink idref="bib23" id="ref112">23</reflink>]) observed that the ECCE classrooms were inappropriate for preprimary education due to overcrowding. Additionally, Tefera ([<reflink idref="bib22" id="ref113">22</reflink>]) noted that classrooms in ECCE centers lacked adequate space, light, and air circulation. Furthermore, Tolla ([<reflink idref="bib24" id="ref114">24</reflink>]) pointed out that many classrooms used by preschools were originally designed for the purpose of primary education, rather than for preprimary education.</p> <p>Overall, the findings of this study revealed a significant gap between the observed conditions in preschools and the expectations outlined in Ethiopia's ECCE policy documents regarding the three critical dimensions of the preprimary learning environment examined. Both the national policy framework (MOE, [<reflink idref="bib13" id="ref115">13</reflink>]) and the national guidelines for ECCE (MOE, [<reflink idref="bib14" id="ref116">14</reflink>]) emphasize the need for preprimary schools to create safe and stimulating environments that promote holistic child development. However, as results from this study indicated, many preschools fall alarmingly short in this regard. For example, while the national ECCE policy underscores the importance of a secure physical environment that prioritizes child safety and well-being, this study found numerous preschools lacking essential safety features.</p> <p>Similarly, despite explicit expectations in the guidelines for ECCE regarding preschool facilities—such as clean restrooms and designated play areas—many preschools were found to be deficient in these critical resources, thereby undermining children's health and learning opportunities. Additionally, although the national framework for ECCE inspection (MOE, [<reflink idref="bib17" id="ref117">17</reflink>]) stresses the importance of conducive classrooms for effective early childhood education, the present study revealed that many classrooms were overcrowded and poorly equipped, lacking engaging materials that facilitate exploration and development.</p> <p>These gaps highlight the urgent need for systemic reforms to ensure that preprimary educational practices align with national policy expectations. Furthermore, it is crucial to investigate the underlying reasons for these shortcomings. While comprehensive research aimed at exploring the root causes of this issue is essential, it is important at this stage to reflect on some potential reasons.</p> <p>One possible reason for these gaps may be predominant focus in Ethiopia over the past 25 years on expanding access to ECCE for children. As many studies (e.g., Tefera, [<reflink idref="bib22" id="ref118">22</reflink>]; Fantahun, [<reflink idref="bib6" id="ref119">6</reflink>]; Kim, et al., [<reflink idref="bib9" id="ref120">9</reflink>]) have indicated, both the government and other stakeholders prioritized the quantitative aspects of preprimary education rather than its quality. In response to the alarmingly low enrollment rates of preprimary education, key actors in the ECCE sector directed their time and resources toward increasing enrollment (Kim et al., [<reflink idref="bib9" id="ref121">9</reflink>]; MOE, [<reflink idref="bib15" id="ref122">15</reflink>]). Consequently, adequate efforts to address the quality of preprimary education have been largely overlooked. Specifically, there have been no meaningful interventions to improve critical aspects such as physical environments, infrastructure, and facilities that are essential for ensuring high-quality preprimary education.</p> <p>Another potential reason for the lack of appropriate learning environments in Ethiopian preschools seems that they operate within the premises originally intended for primary education rather than being designed for preprimary education. As previously mentioned, the primary focus in Ethiopia has been on increasing enrollment rates in ECCE, leading to inadequate government efforts to establish institutions specifically dedicated to preprimary education. Instead, the government planned to boost enrollment in the ECCE program by utilizing existing formal primary schools. Consequently, all primary schools—both rural and urban—were mandated to open preprimary education centers using their limited resources (Tefera, [<reflink idref="bib22" id="ref123">22</reflink>]; MOE, [<reflink idref="bib14" id="ref124">14</reflink>]; Tolla, [<reflink idref="bib24" id="ref125">24</reflink>]; Tsegai, [<reflink idref="bib25" id="ref126">25</reflink>]). Unfortunately, this rushed implementation resulted in the establishment of preschools that did not meet national standards, further compromising the quality of preprimary education.</p> <p>While the government's initiative to affiliate preschools with primary school compounds aimed to expand access to early education, it has led to significant challenges that negatively impact the quality of learning for young children. One major challenge stems from the inherent differences between preschool and primary education. Preschools emphasize play-based experiential learning tailored to the developmental needs of younger children, whereas primary schools implement structured academic curricula designed for older children (MOE, [<reflink idref="bib16" id="ref127">16</reflink>]; UNESCO, 2019). This mismatch complicates preschools' ability to adhere to the rigid regulations of primary education. Furthermore, resource allocation tends to favor primary schools, leaving preschools with insufficient funding, materials, and resources essential for creating suitable learning environments.</p> <p>Another contributing factor to the challenges faced preschools in Ethiopia is the absence of independent leadership specifically dedicated to overseeing preprimary education. Currently, this critical aspect of preprimary education is delegated to the administration of primary schools (MOE,). However, primary school leaders often lack familiarity with the philosophies and theories pertinent to preprimary education, along with the necessary time, commitment, and resources, as they are preoccupied with numerous unresolved educational challenges of their own (Tefera, [<reflink idref="bib22" id="ref128">22</reflink>]; Tolla, [<reflink idref="bib24" id="ref129">24</reflink>]).</p> <p>This practice has also posed other challenges for preschools. For instance, it has compelled preschools to operate within administrative structures primarily designed for older students, which can lead to potential governance complications (Tolla, [<reflink idref="bib24" id="ref130">24</reflink>]; Tsegai, [<reflink idref="bib25" id="ref131">25</reflink>]). The priorities and regulations that guide primary education frequently do not align with the unique needs of preschool-aged children. As a result, preschools often face limitations in their autonomy to make independent decisions regarding curriculum implementation, pedagogical practices, and resource allocation. Furthermore, they are required to comply with a management system that sometimes overlooks essential aspects of early childhood education, thereby stifling the innovation and flexibility necessary to foster a dynamic and engaging learning environment.</p> <p>It appears that other factors have also jeopardized efforts to create a suitable learning environment in preschools. Some studies have reported challenges such as budget constraints (Tefera, [<reflink idref="bib22" id="ref132">22</reflink>]), inadequate government commitment (Tefera, [<reflink idref="bib22" id="ref133">22</reflink>]), insufficient parental involvement (Tefera, [<reflink idref="bib22" id="ref134">22</reflink>]; Fantahun, [<reflink idref="bib6" id="ref135">6</reflink>]), poor stakeholder participation (Tefera, [<reflink idref="bib22" id="ref136">22</reflink>]; Fantahun, [<reflink idref="bib6" id="ref137">6</reflink>]), and lack of awareness regarding the multifaceted aspects of early childhood education (Adam, [<reflink idref="bib2" id="ref138">2</reflink>]; Teffera et al., [<reflink idref="bib23" id="ref139">23</reflink>]). Collectively, these challenges may have significantly contributed to the problem at hand.</p> <p>Finally, as the independent samples <emph>t</emph>-test revealed, there were no significant differences in mean scores between teachers and leaders concerning the appropriateness of preschool learning environments. However, leaders rated the three dimensions of the learning environment slightly higher than teachers. This variation may stem from the broader organizational perspective that leaders possess, in contrast to teachers' focus on daily classroom practices (Kraft et al., [<reflink idref="bib10" id="ref140">10</reflink>]). Furthermore, leaders might be more inclined to rate these dimensions positively due to pressures to present a favorable image to stakeholders, driven by accountability and the need for support (O'Day, [<reflink idref="bib18" id="ref141">18</reflink>]). Additionally, cognitive dissonance—the tendency to seek consistency in beliefs and avoid discomfort from conflicting views—could lead leaders to overrate certain aspects of the learning environment to align their beliefs about quality education with the realities they observe (Miller et al., [<reflink idref="bib12" id="ref142">12</reflink>]).</p> <hd id="AN0182537972-18">Conclusions and recommendations</hd> <p>This study examined the learning environments of preprimary educational institutions, specifically focusing on preschools in Bahir Dar city. Using both quantitative and qualitative data, the study assessed the appropriateness of physical environments, facilities, and classrooms in these preschools.</p> <p>The results revealed that, despite some positive measures, the preschools were largely unsuccessful in creating safe, secure, comfortable, and inviting physical environments that are essential for effective preprimary education. Additionally, the study found that basic facilities necessary for the proper functioning of preprimary education were inadequately provided. There was also a significant gap between the expected standards and the actual conditions of the classrooms. Overall, the learning environments of the preschools deemed unsuitable for delivering quality preprimary education and fostering the holistic development of children.</p> <p>Based on these findings, it can be concluded that, despite some commendable efforts, preschools in Bahir Dar city have not been successful in creating positive physical environments, providing age-appropriate facilities, and establishing conducive classroom climates necessary for developmentally appropriate preprimary educational settings. These findings imply the need for a concerted effort to improve the current state of learning environments. In this regard, it is important to consider the following recommendations.</p> <p>First and foremost, unreserved efforts should be made to improve the current status of learning environments in preschools. In this regard, educational leaders, at different levels, need to ensure that sufficient resources are allocated to enhance physical environments, provide basic facilities, and design conducive classrooms. It is also essential to strengthen public–private partnerships to secure additional funding to ensure that preschools have the necessary resources to create conducive learning environments. Similarly, it is essential that discussions about the learning environment of preschools take precedence in the agenda for preprimary education.</p> <p>Second, the results of this study highlight the need to restructure preschools, with a particular emphasis on granting them greater autonomy. This autonomy would empower preschools to exercise more control over their resources, budgets, and academic affairs. Encouraging active participation from parents in the governance and management of preschools is equally important. By enhancing existing parent–teacher associations, educational leaders can foster collaboration among parents, teachers, and school administrators to effectively address issues concerning physical environments, facilities, and classrooms.</p> <p>Third, there is a pressing need for the government to strengthen its commitment to improving the physical environments of preschools. This includes implementing systemic reforms to address the gaps identified in learning environments and aligning preprimary educational practices with national policy expectations. Enhancing monitoring and inspection practices is essential to ensure that preschools comply with established minimum standards for their environments, facilities, and classrooms. Furthermore, it is important for government officials and policymakers to actively engage with the preprimary education sector to sustainably address its challenges.</p> <hd id="AN0182537972-19">Authors' contribution</hd> <p>The author takes full responsibility for the study's design, data collection, analysis, interpretation of results, and manuscript preparation.</p> <hd id="AN0182537972-20">Funding</hd> <p>No funding was received to assist with the preparation of this manuscript.</p> <hd id="AN0182537972-21">Availability of data and materials</hd> <p>Data related to this study can be obtained upon request from the author.</p> <hd id="AN0182537972-22">Declarations</hd> <p></p> <hd id="AN0182537972-23">Ethics approval and consent to participate</hd> <p>This article meets the research ethics standards of the author's university.</p> <hd id="AN0182537972-24">Competing interests</hd> <p>The author declares that he has no interest (financial or non-financial) that might be interpreted as influencing the contents of this article.</p> <hd id="AN0182537972-25">Publisher's Note</hd> <p>Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.</p> <ref id="AN0182537972-26"> <title> References </title> <blist> <bibl id="bib1" idref="ref4" type="bt">1</bibl> <bibtext> ACECQA- Australian Children's Education and Care Quality Authority (2018). The environment as a 'third teacher'. Retrieved 09 April, 2022 from https://<ulink href="http://www.acecqa.gov.au/sites/default/files/2020-02/QA3%5fTheEnvironmentAsTheThirdTeacher.pdf">www.acecqa.gov.au/sites/default/files/2020-02/QA3%5fTheEnvironmentAsTheThirdTeacher.pdf</ulink>.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref40" type="bt">2</bibl> <bibtext> Adam, F. (2020). Early childhood education in Ethiopia: A case study with implications for Ethiopian immigrants. School of Education Student Capstone Theses and Dissertations. 4500. Retrieved 16 March, 2021 from https://digitalcommons.hamline.edu/hse_all/4500.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref28" type="bt">3</bibl> <bibtext> Boitumelo MD, Abatihun AS. Early childhood care and education in Ethiopia: A quest for quality. Journal of Early Childhood Research. 2021; 19; 4: 1-14. 10.1177/1476718X211002559</bibtext> </blist> <blist> <bibl id="bib4" idref="ref42" type="bt">4</bibl> <bibtext> Bredekamp, S. & Copple, C. (1997). Developmentally appropriate practice in early childhood programs. National Association for the Education of Young Children.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref38" type="bt">5</bibl> <bibtext> Creswell JW, Clark VLP. Designing and conducting mixed methods research. 2017; Sage Publications</bibtext> </blist> <blist> <bibl id="bib6" idref="ref29" type="bt">6</bibl> <bibtext> Fantahun A. Early childhood education in Ethiopia: Present practices and future directions. Ethiopian Journal of Education. 2016; 36; 2: 41-72</bibtext> </blist> <blist> <bibl id="bib7" idref="ref91" type="bt">7</bibl> <bibtext> Fornell C, Larcker DF. Structural equation models with unobservable variables and measurement error: Algebra and statistics. Journal of Marketing Research. 1981; 18: 382-388. 10.2307/3150980</bibtext> </blist> <blist> <bibl id="bib8" idref="ref1" type="bt">8</bibl> <bibtext> Greenman, J. (2005). Places for childhood in the 21st century: A conceptual framework. Retrieved 22 June, 2024 from https://static1.squarespace.com/static/56e06e1ab654f926bbf666b4/t/5772c2a6be6594e3e89924cb/1467138743816/Places+for+childhood+in+the+21st+Century.pdf.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref18" type="bt">9</bibl> <bibtext> Kim JH, Hailu BH, Rose PM, Rossiter J, Teferra T, Woldehanna T. Persistent inequalities in early years' access and learning: Evidence from large-scale expansion of pre-primary education in Ethiopia. Early Childhood Research Quarterly. 2022; 58: 103-114. 10.1016/j.ecresq.2021.07.006</bibtext> </blist> <blist> <bibtext> Kraft MA, Papay JP, Johnson SM, Charner-Laird M, Ng M, Reinhorn S. Educating amid uncertainty: The organizational supports teachers need to serve students in high-poverty, urban schools. Educational Administration Quarterly. 2015; 51; 5: 753-790. 10.1177/0013161X15607617</bibtext> </blist> <blist> <bibtext> Miller, R. (1996). The developmentally appropriate inclusive classroom in early education. Diane L. McOscar.</bibtext> </blist> <blist> <bibtext> Miller, M.K, Clark, J.D. & Jehle, A. (2015). Cognitive dissonance theory (Festinger). In G. Ritzer (Ed.), Blackwell Encyclopedia of Sociology. https://doi.org/10.1002/9781405165518.wbeosc058.pub2</bibtext> </blist> <blist> <bibtext> MoE- Ministry of Education. (2010a). National policy framework for early childhood care and education in Ethiopia. Ultimate printing Press.</bibtext> </blist> <blist> <bibtext> MoE- Ministry of Education. (2010b). Guidelines for early childhood care and education. Ministry of Education.</bibtext> </blist> <blist> <bibtext> MOE- Ministry of Education. (2015a). Education sector development program V: Program action plan. Ministry of Education.</bibtext> </blist> <blist> <bibtext> MoE- Ministry of Education. (2021). Education statistics annual abstract. Ministry of Education.</bibtext> </blist> <blist> <bibtext> MOE-Ministry of Education. (2015b). National framework for early childhood care and inspection. Ministry of Education.</bibtext> </blist> <blist> <bibtext> O'Day J. Complexity, accountability, and school improvement. Harvard Educational Review. 2002; 72; 3: 293-329. 10.17763/haer.72.3.021q742t8182h238</bibtext> </blist> <blist> <bibtext> Osakwe RN. The effect of early childhood education experience on the academic performances of primary school children. Stud Home Comm Sci. 2009; 3; 2: 143-147. 10.1080/09737189.2009.11885290</bibtext> </blist> <blist> <bibtext> Pairman, A, & Terreni, L. (2001). If the environment is the third teacher what language does she speak? In Fourth Child and Family Policy Conference, Dunedin l (26).</bibtext> </blist> <blist> <bibtext> Tadesse, A, Belete, A, Mengistu, M, Denekew, T, & Mihret, Z. (2015). Early childhood care and education in west Amhara sub region: Its status and challenges [unpublished]. Research report submitted to the Amhara national regional state education bureau.</bibtext> </blist> <blist> <bibtext> Tefera B. Early childhood care and education (ECCE) in Ethiopia: Developments, research, and implications. Eastern Africa Social Science Research Review. 2018; 34; 1: 171-206. 10.1353/eas.2018.0005</bibtext> </blist> <blist> <bibtext> Teffera T, Zewdie T, Teffera B, Hagos B, Gesesse DTefera T, Dalelo A, Kassaye M. Status of childhood care and education in Ethiopia. First International Conference on Educational Research for Development (1). 2009; Addis Ababa University Press: 188-223</bibtext> </blist> <blist> <bibtext> Tolla TT. The current status of government early childhood care and education programs in Bahir Dar city administration. Bahir Dar Journal of Education. 2019; 19; 2: 156-174</bibtext> </blist> <blist> <bibtext> Tsegai M. Early child care and education attainment in Ethiopia: Current status and challenges. African Educational Research Journal. 2015; 3; 2: 136-142</bibtext> </blist> <blist> <bibtext> UNESCO. (2015). Education for all 2000–2015: Achievements and challenges (EFA Global Monitoring Report). UNESCO. Retrieved 06 March, 2022, from https://unesdoc.unesco.org/ark:/48223/pf0000232205.</bibtext> </blist> <blist> <bibtext> UNICEF. (2019). A world to learn: Prioritizing quality early childhood. UNICEF. Retrieved 09 April, 2022, from https://<ulink href="http://www.unicef.org/media/57926/file/Aworld-ready-to-learn-advocacy-brief-2019.pdf">www.unicef.org/media/57926/file/Aworld-ready-to-learn-advocacy-brief-2019.pdf</ulink>.</bibtext> </blist> <blist> <bibtext> World Bank. (2021). World development report 2021: Data for better lives. World Bank. Retrieved 19 October, 2023, from https://<ulink href="http://www.worldbank.org/en/publication/wdr2021">www.worldbank.org/en/publication/wdr2021</ulink>.</bibtext> </blist> <blist> <bibtext> Zewdie T, Desta D, Tefera D, Lemma G, Dessie Y. Quality of early childhood care and education in Ethiopia. 2016; Addis Ababa University</bibtext> </blist> </ref> <ref id="AN0182537972-27"> <title> Footnotes </title> <blist> <bibtext> Unlike kindergartens, preschools are not standalone institutions. Instead, they function within the organizational structure of public primary schools, which are managed and funded by the government.</bibtext> </blist> <blist> <bibtext> As private institutions, kindergartens offer preprimary services that require tuition fees while preschools are free of charge.</bibtext> </blist> <blist> <bibtext> Among the 20 sample preschools, 15 had both a principal and a vice principal while five had only a principal.</bibtext> </blist> <blist> <bibtext> For more details about these and other items in the questionnaire, please see the "Data gathering methods" sub-section.</bibtext> </blist> </ref> <aug> <p>By Mulugeta Yayeh Worku</p> <p>Reported by Author</p> </aug> <nolink nlid="nl1" bibid="bib20" firstref="ref2"></nolink> <nolink nlid="nl2" bibid="bib27" firstref="ref3"></nolink> <nolink nlid="nl3" bibid="bib19" firstref="ref15"></nolink> <nolink nlid="nl4" bibid="bib22" firstref="ref17"></nolink> <nolink nlid="nl5" bibid="bib13" firstref="ref19"></nolink> <nolink nlid="nl6" bibid="bib14" firstref="ref20"></nolink> <nolink nlid="nl7" bibid="bib15" firstref="ref21"></nolink> <nolink nlid="nl8" bibid="bib17" firstref="ref22"></nolink> <nolink nlid="nl9" bibid="bib26" firstref="ref26"></nolink> <nolink nlid="nl10" bibid="bib29" firstref="ref30"></nolink> <nolink nlid="nl11" bibid="bib24" firstref="ref31"></nolink> <nolink nlid="nl12" bibid="bib28" firstref="ref32"></nolink> <nolink nlid="nl13" bibid="bib11" firstref="ref44"></nolink> <nolink nlid="nl14" bibid="bib25" firstref="ref88"></nolink> <nolink nlid="nl15" bibid="bib21" firstref="ref99"></nolink> <nolink nlid="nl16" bibid="bib23" firstref="ref105"></nolink> <nolink nlid="nl17" bibid="bib16" firstref="ref127"></nolink> <nolink nlid="nl18" bibid="bib10" firstref="ref140"></nolink> <nolink nlid="nl19" bibid="bib18" firstref="ref141"></nolink> <nolink nlid="nl20" bibid="bib12" firstref="ref142"></nolink>
Header DbId: eric
DbLabel: ERIC
An: EJ1460995
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Appropriateness of Learning Environments in Preprimary Educational Institutions: The Case of Preschools in Bahir Dar City, Ethiopia
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Mulugeta+Yayeh+Worku%22">Mulugeta Yayeh Worku</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9363-961X">0000-0001-9363-961X</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Child+Care+and+Education+Policy%22"><i>International Journal of Child Care and Education Policy</i></searchLink>. 2025 19.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 19
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Administrators%22">Administrators</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Facilities%22">Educational Facilities</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Ethiopia%22">Ethiopia</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1186/s40723-025-00140-7
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1976-5681<br />2288-6729
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study aimed to examine the appropriateness of learning environments in preprimary institutions, specifically focusing on preschools in Bahir Dar city, Ethiopia. To achieve this, a mixed-methods research approach was employed, guided by an adapted framework for assessing learning environments. Participants included preschool teachers and leaders who were selected through a comprehensive sampling technique. Data were collected using questionnaires and observations, and analyzed both quantitatively (using means, standard deviations, one-sample t-tests, and independent samples t-tests) and qualitatively through a thematic analysis approach. The findings revealed several challenges related to the physical environments, facilities, and classroom conditions within the preschools. The study concludes that, despite some positive efforts, preschools in Bahir Dar city were struggling to provide preprimary education in environments that are unsuitable for children. Finally, the article offers recommendations aimed at improving the learning environments of these institutions.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1460995
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1460995
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1186/s40723-025-00140-7
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
    Subjects:
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Preschool Education
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Administrators
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Educational Facilities
        Type: general
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Ethiopia
        Type: general
    Titles:
      – TitleFull: Appropriateness of Learning Environments in Preprimary Educational Institutions: The Case of Preschools in Bahir Dar City, Ethiopia
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Mulugeta Yayeh Worku
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1976-5681
            – Type: issn-electronic
              Value: 2288-6729
          Numbering:
            – Type: volume
              Value: 19
          Titles:
            – TitleFull: International Journal of Child Care and Education Policy
              Type: main
ResultId 1