Preschool Teachers’ Scaffolding Strategies in Children's Learning of Literacy and Numeracy

Abstract

AbstractThis study aimed to investigate Preschool teachers Scaffolding Strategies in Children’s learning of Literacy and Numeracy. Using mixed approach, survey and case study design were applied to investigate the problem. Participants of the study were preschool teachers (n=67) (F=64, M= 4) selected from 15 private schools (n=8) and public schools(n=7) selected using random sampling. The schools were found in three Zones of the Amhara Regional State ( East Gojjam, west Gojjam and Awi ). Quantitative data were collected using questionnaire and observation rating scales from teachers. Qualitative data were gathered using Focus Group Discussions with selected preschool teachers (n=8) who participated in the survey. Descriptive and inferential statistics were applied to analyze quantitative data and thematic analysis was used to analyze qualitative one. Teachers specialized in Early Childhood Care and Education (ECCE) applied more scaffolding strategies than those teachers trained in other subjects. However, the mean difference was not statistically significant. Play as a method of scaffolding, employing concrete materials in helping children learn literacy and numeracy; using actions, and reinforcement and demonstration. The findings imply that teachers need to specialize in ECCE to support children’s learning.