%0 Journal Article
%T The status of early childhood education in Pakistan: Inside stories
%A Mohammad Afzal Khan
%J Contemporary Issues in Early Childhood
%@ 1463-9491
%D 2018
%R 10.1177/1463949118757049
%X This article analyses the status of early childhood education in Pakistan. The education systems in place in Pakistan are mainly framed within a didactic approach to teaching and learning, which addresses certain areas of education but does not teach the child as a whole. Domains of childrenĄ¯s holistic development such as social, ethical, cultural, intellectual, emotional and physical well-being, and some other key academic skills, are not fully covered. In this kind of education, students are taught to follow rules without question and do as instructed, which corresponds to an autocratic view of learning. In the context of early childhood education in Pakistan, teachers occupy dominant roles, which positions them as the imparters and sources of knowledge and children as dependent and the receivers of knowledge, rather than considering them as potential, curious and powerful learners with unlimited capabilities. The literature indicates that this approach to teaching and learning does not privilege the holistic development and well-being of children. In contrast, many developed countries use research-based contemporary approaches to childrenĄ¯s education and development, giving children a more central role in their learning to ensure that every child has the opportunity to develop to their full potential. This kind of approach reminds teachers to view all children not as needy or deficient individuals
%K childhood development
%K early childhood education
%K katchi class
%K Pakistan
%K public schools
%U https://journals.sagepub.com/doi/full/10.1177/1463949118757049