Parental Expectations and Their Impact on ECE Classroom Teaching

Abstract

Early Childhood Development stage is a beginning stage to learn for everyone. Early Childhood Education Pedagogy should therefore be different from pedagogy used in other levels of education. In Nepal, teaching in ECE is not different from teaching in other classes where cognitive level of student is greatly emphasized. This is due to various factors, the major being parental expectation shapes the desire and the environment that they are brought up. The infl uences of social capital also generate the parents' expectation and schools are forced to adopt the methods like rote memorization and learning the 3Rs accordingly. Schools for their own reputation enforce the teaching of 3Rs ignoring children's holistic development. It has been trusted that physical, social and emotional development is not only confi ned in the classroom activities because the environment provided outside the classroom also matters for this. If the home environment and social environment are conducive then the child can have multifarious development except cognitive development. So the teachers are emphasizing on 3Rs. Teachers' motivation also matters for adopting the appropriate methods for children because it needs more effort than teaching 3Rs. In addition to this, teacher's exposition to teaching methodology is another factor to motivate the teacher to use child friendly methods in the classroom. All the practices observed in classroom are however not appropriate for the children's holistic development