A STUDY TO ASSESS THE QUALITY OF CLASSROOM PRACTICES EXECUTED AND CHALLENGES FACED BY PRE-SCHOOL TEACHERS.

“Children are like wet cement. Whatever falls on them makes an impression”
“Dr. Hiam Ginnot”
The National Policy on Education (1986) (Government of India, 1986) and its plan of action, (Government of India, 1992) have placed immense importance on pre-school education. It is the pre-school where most striking changes in behavior are linked to the child’s growing sense of his/her identity. According to Erickson (1950), it is during this time that the child develops autonomy, learns to choose and decides to accept the consequences of choice. It is in these years of life that one’s development can be guided towards the highest potential and determines what one will be, (Hurlock; 1978). Pre-school teachers play an important role in building a child’s success in their first years of school. Considering importance of pre-schools teachers in development of future children researchers took up this study. The current study is set out to find the quality of classroom practices followed and challenges faced by pre-school teachers. With regard to the above mentioned aim, classroom observation and interview of 31 pre-school teachers was conducted by the researchers. Further, in this study, the researchers made use of the researcher developed classroom observation rubric to assess the quality of classroom practices. Interview was conducted to identify areas of professional development and challenges faced by pre-school teachers. Classroom observation rubric included areas like introduction, communication skills, guided practice, assessment, use of strategies and so on. Researcher rated the teachers on a three point scale and scores out of 30 was given to teachers. Quantitative data was analyzed using percentage and qualitative data obtained from interview was analyzed using grounded theory. During the interview teachers were asked teaching – learning areas which they want to improve or learn more about and difficulties they face as pre-school teachers. Major findings of the study were that majority of the pre-school teachers are good at providing instructions, fulfilling their professional duties, providing support to the learners and use of communication skills. Pre-school teachers were also good at applying the concepts learned in the classroom with the daily life of the students. Interview revealed that teachers wanted to know more about areas like multiple intelligences, questioning techniques, assessment techniques, differentiated instructions etc. Pre-school teachers also shared major hindrances in their professional development and practices.