Curriculum for early childhood education: experiences of educators during the pilot phase

Authors

  • Tringa Dedi

DOI:

https://doi.org/10.62928/kp.vi2.8022

Abstract

This study aims to evaluate the experiences of early childhood educators during the pilot phase of the new curriculum, by examining their professional readiness, the challenges encountered, and the level of institutional support provided throughout the implementation process. The research seeks to understand how the curriculum has been perceived and practiced in preschool settings, which elements have been effective, and which require improvement to ensure sustainable implementation at the national level. A mixed-methods approach was employed, combining quantitative data collected through a structured questionnaire administered to 54 educators and qualitative data obtained through focus groups and classroom observation protocols. Quantitative data were analyzed using descriptive and correlational statistics, while qualitative data were processed through thematic analysis. The findings indicate that educators demonstrate a solid level of preparedness and commitment to the new curriculum, yet they face significant challenges, including the lack of didactic materials, technological equipment, continuous training opportunities, and sufficient institutional support. Despite these difficulties, the pilot phase has had a positive impact on improving pedagogical practices and increasing children’s active engagement in the learning process. Based on the results, the study recommends strengthening professional support for educators, improving educational infrastructure, and developing continuous monitoring and reflection mechanisms to further enhance curriculum implementation.

Keywords:

edukimi në fëmijërinë e hershme, gatishmëria profesionale, përvojat e edukatoreve, pilotimi i kurrikulës

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Published

1970-01-01

How to Cite

Dedi, T. (1970). Curriculum for early childhood education: experiences of educators during the pilot phase. Pedagogical Research, (2), 39–88. https://doi.org/10.62928/kp.vi2.8022

Issue

No. 2 (2025): Kërkime Pedagogjike

Section

Artikuj

License

Copyright (c) 2027 Instituti Pedagogjik i Kosovës