Quality of Early Childhood Education in Context of Availability of Learning Facilities and Daily Routine Activities in Public and Private School of Bannu Division

Abstract

The study aimed to investigate Quality of Early Childhood Education in Context of Availability of Learning Facilities and Daily Routine Activities In Public And Private School Of Bannu Division. The researcher used survey design. The objectives of the study: To analyze the learning facilities available for ECE in public and private schools of Bannu Division. To assess daily routine activities exhibited for ECE in public and private schools of Bannu Division To give recommendations by creating suitable learning facilities and daily routine activities regarding the quality of early childhood education in public and private schools of Bannu Division. The research questions included: Are there learning facilities available for ECE in public and private schools of Bannu Division? What are the daily routine activities of ECE in public and private schools of Bannu Division? The population of the study included all Playgroup, Nursery, Kachi, Prep, and Pakki classes within both public primary and private schools in the Bannu Division. The study covered schools from the three districts within Bannu Division: Bannu, Lakki Marwat, and North Waziristan. The study's sample consisted of 360 classes from Playgroup, Nursery, Kachi, Prep, and Pakki levels across both public and private schools within the Bannu Division. To ensure a balanced representation of different school types, a stratified sampling method was employed. A total of 285 schools were selected from the public primary sector, while 75 schools were drawn from the private sector. The selection process followed the methodology outlined by Gill et al. (2010), which provides a structured framework for determining

an appropriate sample size in educational research. Self-developed Learning Environment Observational Checklist (LEOC), designed as a data collection tool to address key research questions. The LEOC utilized a five- point rating scale to assess the extent to which various factors were present in the learning environment. The scale categories were as follows:1. N = Not at all 2. V = Very little 3. SW = Somewhat 4. TS = To some extent 5. TG = To a great extent. The validity of the Learning Environment Observational Checklist (LEOC) was established through expert evaluation. A panel of eight experts reviewed the instrument to ensure its appropriateness for assessing the ECE learning environment. To determine the reliability of the LEOC, the researcher conducted a pilot study in 30 selected schools. During school visits, observations were made in Playgroup, Nursery, Kachi, Prep, and Pakki classes. The researcher paid visits to ECE classrooms to observe the learning environment, including available learning facilities and the daily routine activities of children. To ensure a comprehensive assessment, the researcher also asked specific questions listed in the Learning Environment Observational Checklist (LEOC) and recorded responses by marking (✓) in the relevant columns. The researcher used mean and standard deviation as statistical toll to analyze the collected data. Findings showed efforts were made to encourage reading habits and creativity, there was a significant lack of materials to support mathematical concept development and vocabulary building. Overall, daily routine activities were somewhat implemented in the schools. While children showed partial understanding of greetings, group activities, singing, and the national anthem, the daily routine remained inconsistent across schools.

Key words: ECE Quality, Learning Facilities, Daily Routine Activities, Public & Private Schools Bannu, KP Pakistan.