PERTINENT ASPECTS TO BE INCLUDED IN ECE PROGRAMMES FOR QUALITY PROVISION: AN INVESTIGATION OF TEACHERS’ VIEWS

Abstract

The aim of this study was to collect the views of early childhood education (ECE) providers on
aspects that need to be included in ECE curriculum with the view to improve quality standards.
90 questionnaires from 50 ECE programs in the Southeast District were used. Data was
analysed through principal component analysis (PCA) and further refined by factor analysis
(FA). Both descriptive and inferential statistics (Chi-Square) were used to interpret the data.
Results revealed two aspects that were classified as highest priority and second highest priority
that teachers thought were crucial in improving quality ECE in Botswana. The paper argues for
measures to be put in place to ensure provision of quality ECE in Botswana. The argument is
made against the milieu of studies arguing against mediocre ECE. Quality ECE leads to
significantly better performance.