Pedagogical Practices in Early Childhood Development: Roles of Facilitators in Community School ECD Centres

Abstract

This study examines the pedagogical approaches and instructional techniques used by Early Childhood Development (ECD) facilitators in Nepalese community school centers. This study's main goals were to better understand how facilitators teach young children and to pinpoint the precise tactics used in regular classroom settings. Through thorough classroom observations, semi-structured interviews, and a review of pertinent EDC documentation, the study collected qualitative data using a descriptive research approach. In order to identify common teaching techniques and the factors affecting classroom quality, the study concentrated on participants from particular community schools. According to the results, most facilitators use a hybrid pedagogical approach that combines basic teaching techniques with play-based learning, oral storytelling, musical activities, and group dynamics. However, the study concludes that systemic aspects are necessary for these practices to be effective; in particular, facilitator training, the availability of sufficient learning resources, and a supportive school infrastructure are essential for maximising ECD classroom activities.