PRE-SCHOOL TEACHERS PERCEPTION AND PRACTICE OF EARLY LITERACY SKILLS IN SOME SELECTED NON-GOVERNMENTAL KINDERGARTEN SCHOOLS AT DILLA

ABSTRACT The main purpose of this study is to assess pre-school teacher’s practice of earl literacy skills (early reading and writing) of selected non-government school found in Dilla. To attain the objectives of the study descriptive (qualitative) research method was employed and in order to collect the necessary data 18 kindergarten teachers who have been teaching in non governmental kindergarten level were selected as participants. The sampling technique that had been used was purposive to select the school and censes sampling for teachers and also 8 classes were taken as a sample for observation. The data were collected through semi- structured interview, classroom observation, focused group discussion and content analysis. Then, the data collected through these instruments were analyzed using qualitative method in narrative way. The findings of the study revealed that kindergarten teachers of the three selected school perceive early literacy skills as it has positive effects but majority of teachers didn’t use authentic materials, didn’t make the class attractive, and didn’t use variety of reading and writing activities. This is because of different challenges that influence proper implementation of early literacy skills in actual classroom. From this, it was recommended that, teachers should be provided with adequate practice based trainings. So they can develop their, how to implement and handle teaching young learners.