Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.490775
Title: Early Years Education in Qatar : a comparative study of its nature, provision and quality in national and international pre-school settings
Author: Al-Thani, Tamader Jassim
ISNI:       0000 0001 3409 2415
Awarding Body: Durham University
Current Institution: Durham University
Date of Award: 2008
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Abstract:
This study investigated and compared the quality and nature of Arabic and English speaking preschools' curricula in the State of Qatar. To the researcher's knowledge, this is the first study to investigate, compare and assess the preschool curricula currently provided in the State of Qatar. Four major research tools were used including structured teacher's questionnaire, structured teachers' interviews, structured classroom observations and structured mother's questionnaire. The teachers' questionnaire sample consisted of 107 teachers, 81 Arabic school teachers and 26 English school teachers. The classroom observations sample consisted of 17 preschools, 9 Arabic speaking schools and 8 English speaking schools. Teachers' interviews sample consisted of 18 Arabic speaking preschool teachers and 16 English speaking preschool teachers. The mother's questionnaire sample consisted of 50 mothers randomly selected from 17 Arabic speaking schools. Study findings included the following: (1) the English preschools had many advantages over the Arabic preschools in terms of all the seven domains ofthe teacher's questionnaire.(2) the Arabic speaking preschools are of lower quality in terms of all domains of the teacher's interview. These include: teachers' qualifications, experience, duties, wages, teacher-child ratio, type of curriculum, teaching approaches, appropriateness of the curriculum. (3) In terms of classroom observations, the overall mean EeERS score for the English speaking preschool sample was 6.00 compared to 4.8 for the Arabic speaking classrooms sample. (4) Qatari mothers of Arabic preschools children preferred the developmental goals rather than traditional goals to be part of their young children's education but within the Islamic religious and moral values. The findings lead to the conclusion that the Arabic speaking preschool curriculum in Qatar suffered from obvious drawbacks in all the domains studied which required serious consideration from the Ministry of Education and other institutions and organisations interested in early childhood education.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.490775  DOI: Not available
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