%0 Journal Article %T Teachers¡¯ Analysis of the Complexity Levels of Key Skills Development in the Preprimary School Curriculum in Botswana %A Shikha Trivedi %A Michael Gaotlhobogwe %A Joseph Kasozi %A Christine Seabelo %J Creative Education %P 3825-3837 %@ 2151-4771 %D 2022 %I Scientific Research Publishing %R 10.4236/ce.2022.1312244 %X Critical skills of pre-reading, pre-writing, reasoning, creative thinking, and working collaboratively need to be developed at an early age. During the pre-primary years, children should develop key skills that relate and integrate the broader outlooks for learning. If the pre-primary curriculum is not conceptualized developmentally by the teachers, it can de-motivate young children by decreasing their self-esteem. Botswana¡¯s pre-primary curriculum has six learning areas meant to develop pre-reading, pre-writing, communication, creativity, mathematical and scientific thinking, and self-help skills. Each learning area has expected outcomes (performance targets) and performance indicators to track children¡¯s progress. From the inception of the piloting of the reception programme, there were mixed feelings among reception class teachers on the interpretation of the pre-primary curriculum. A quantitative approach using a questionnaire survey was adopted to explore reception class teachers¡¯ analysis of the complexity levels of skills development in the pre-primary curriculum of Botswana. Samples were selected using stratified random sampling. The findings confirmed that the content of the curriculum addresses the development of various skills such as pre-reading, pre-writing, numeracy, problem solving, communication, Self-help, and social skills at different levels of complexity. Interpretations of such levels varied from teacher to teacher might be due to Botswana¡¯s vast cultural differences and societal demands. It is recommended that the pre-primary curriculum should be presented in a way that leads to a common understanding of the curriculum by every teacher so that developmentally appropriate planning can be enhanced. %K Pre-Primary Curriculum %K Reception Class %K Complexity Level %K Skills Development %U http://www.scirp.org/journal/PaperInformation.aspx?PaperID=121743