Analysis Of Single Nation Curriculum In Relevance To Early Childhood Care And Education

Abstract

This study provides a thematic analysis of the Single National Curriculum (SNC) for Early Childhood Care and Education (ECCE) in Pakistan. It investigates the perceptions of primary school teachers regarding ECCE and the availability of essential resources and infrastructure following the SNC's implementation. A descriptive quantitative research design was employed, utilizing a questionnaire to gather data from a sample of 14 primary school teachers at a Government Girls Primary School in Rawalpindi. The study highlights the positive reception of the SNC's official materials by teachers. However, it also identifies significant challenges, including a lack of suitable furniture and amenities in classrooms and insufficient access to well- equipped libraries. The findings underscore the importance of teachers providing opportunities for student choice and decision-making for holistic development. The study concludes that while the SNC has made progress in providing curriculum materials, there is a critical need for investment in physical infrastructure and resources to fully realize the program's objectives. This research analyzes the Single National Curriculum (SNC) with a focus on ECCE (Early Childhood Care and Education) in the context of Pakistan