Practice and Challenges of Early Childhood Care and Education Program in Mekelle City

Abstract

This study examined the practices and challenges of Early Childhood Care and Education (ECCE) programs in government preschools within Mekelle City, Tigray Regional State. Employing a mixedmethods approach that integrates quantitative descriptive analysis (percentage and mean score) and a phenomenological qualitative design, the study assesses the implementation of ECCE program components, the strengths and weaknesses of preschool curriculum implementation, and the availability of resources supporting ECCE programs. Convenient sampling used to select teachers, coordinators, and school directors. Data were collected from sixty preschool teachers, nine school directors, and seven preschool coordinators using questionnaire, structured observations, document analysis, and interviews. Findings reveal that while teachers demonstrate strong commitment to child-centered pedagogical approaches, practical implementation remains inconsistent due to resource constraints, large class sizes, and limited training. Authentic assessment practices, though recognized in principle, are underutilized due to inadequate professional development and structural barriers. The misalignment between curriculum goals and classroom execution further may impede holistic child development. Addressing these challenges requires enhanced teacher training, improved resource allocation, policy coherence, and greater parental engagement to strengthen the quality and accessibility of ECCE programs.