An Exploration of Child-Friendly Learning Environment Characteristics in Sri Lankan Preschools

Dilani Jesuiya; Prof. T. Mukunthan

doi:10.18535/sshj.v9i12.2127

Abstract

This study explores the characteristics of child-friendly learning environments in Sri Lankan preschools by examining how the key dimensions of the Child-Friendly School (CFS) framework are reflected in preschool settings in the Batticaloa District in Sri Lanka. Employing a mixed-methods research design, the study integrates quantitative and qualitative approaches to provide a comprehensive understanding of current preschool practices. Quantitative data were collected through structured questionnaires administered to preschool teachers, while qualitative insights were obtained through in-depth interviews and systematic observations conducted at selected preschool sites. Descriptive statistical analysis was used to examine quantitative data, and narrative analysis was applied to interpret qualitative findings. From the 99 preschools in the Batticaloa zone, a 10% sample (13 preschools) was selected using stratified random sampling. Purposive sampling was applied to select 5% of teachers, 10% of principals, and 10% of preschools to ensure the inclusion of key informants relevant to the study’s objectives. The findings reveal several critical challenges in establishing child-friendly learning environments. Teachers demonstrated limited awareness of child-friendly pedagogical principles and insufficient training in addressing the needs of children with disabilities or special learning requirements. Furthermore, the characteristics of child-friendly learning environments recommended by UNICEF were not consistently incorporated into preschool practices. These gaps highlight significant areas for improvement and indicate the need for systematic capacity-building, targeted professional development, and strengthened policy implementation. Overall, the study contributes valuable insights into the current status of preschool learning environments in Sri Lanka and underscores the need for enhanced alignment between policy expectations and on-the-ground practices. Strengthening child-friendly environments in preschools will require coordinated efforts among educators, administrators, policymakers, and community stakeholders to ensure that early learning spaces fully support the holistic development and rights of young children.

Keywords

TransgenderSocio-culturalcontemporary PakistanIslamic Teachings.

References

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[refR-2] Ambassa, D.D., Nyock Ilouga, S., & Moussa Mouloungui, A.C. (2023). The Translation and Validation of a Multidimensional Tool for Measuring the Boredom State among Cameroonian Workers. International Journal of Psychological Studies,15 (1), 39-51.Google Scholar ↗

[refR-3] Argyris, C. (1998). Empowerment : the emperor’s new clothes. Harvard Business Review.Google Scholar ↗

[refR-4] Boudrias, J.-S. (2004). L'habilitation des employés : de l'habilitation psychologique à l'habilitation comportementale. Thèse de Doctorat, Université de Montréal.Google Scholar ↗

[refR-5] Byham, W. (1996). L’« empowerment», défense et illustration. Expansion Management Review, 70-77.Google Scholar ↗

[refR-6] Caillé, A. (2020). Innovation managériale au sein d’une industrie aéronautique : étude de l’effet des pratiques managériales habilitantes sur le bien-être et la performance des salariés. Thèse de Doctorat, Université de Nantes.Google Scholar ↗

[refR-7] Carless, S. (2004). Does psychological empowerment mediate the relationship between psychological climate and job satisfaction? Journal of Business and Psychology, 18(4), 405 - 425.Google Scholar ↗

[refR-8] Carnap, R. (1966). Philosophical foundation of physics. Basic Books.Google Scholar ↗

[refR-9] Chen, G., Sharma, P. N., Edinger, S. K., shapiro, D. L &Jiing-Lih, F. (2011). Motivating and demotivating forces in team: cross-level influences of empowering leadership conflict. Journal of Applied Psychology, 96(3), pp. 541 - 557.Google Scholar ↗

[refR-10] Grant, A. M., & Parker, S. K. (2009). Redesigning work design theories: the rise of relational and proactive perspectives. Academy of Management Annals, 3(1), 317–375.Google Scholar ↗

[refR-11] Jackson, D.N., & Paunonen, S.V. (1985). Construct validity and the predictability of behavior. Journal of personnality and social Psychology, 49 (2), 554-570.Google Scholar ↗

[refR-12] Kaiser, H.F., & Rice, J. (1975). Little Jiffy, Mark IV. Educational and Psychological Measurement, 34 (1), 111-117. https://doi.org/10.1177/001316447403400115.DOI ↗Google Scholar ↗

[refR-13] Kaiser, H. (1974). An index of factorial simplicity. Psychometrika, 39, 1, 31-36.Google Scholar ↗

[refR-14] Kanter, R. M. (1977). Men and Women of the corporation. Basic Books.Google Scholar ↗

[refR-15] Laborie, c., Abord de Chatillon, E., Monnier, A., Lacroux, A., & Lacroux, M-C. (2021). Le management à l’épreuve de l’ennui en entretien : Quand le bien-être devient un médiateur vertueux. Congrès de l’AGRH, Paris.Google Scholar ↗

[refR-16] Lawler, E. E. (1992). The ultimate advantage: Creating the high-involvement organization. Jossey-Bass.Google Scholar ↗

[refR-17] Le Bossé, Y., & Dufort, F. (2001). Le pouvoir d’agir (empowerment) des personnes et des communautés : une autre façon d’intervenir. In F. Dufort & J. Guay (Éd.), Agir au cœur des communautés. Les Presses de l’Université de Laval.Google Scholar ↗

[refR-18] Lee, T. W. (1986). Toward the development and validation of a measure of job boredom. Manhattan College. Journal of Business, 15, 22–28.Google Scholar ↗

[refR-19] Migneault, P. (2006). Empowerment : quelle est l'influence du climat psychologique sur l'habilitation psychologique et comportementale ? Mémoire de Master, Université de Montréal.Google Scholar ↗

[refR-20] Molo Owona, J.C. (2022). Effet des pratiques managériales d’habilitation sur l’absentéisme au travail. Mémoire de master professionnel en Psychologie du Travail, Université de Yaoundé1.Google Scholar ↗

[refR-21] Nord, W.R., & Doherty, E.M. (1996). Towards an assertion perspective for empowerment: blending employee rights and labour process theories. Employee Responsibilities and Rights Journal, 9(3), 193-215.Google Scholar ↗

[refR-22] Nyock, Ilouga, S., Mouloungui, A. C. M., Arnoux-Nicolas, C. & Bernaud, J.-L. (2018). Do the Meaning of Work and the Coherence between a Person and His Work Environment Express the Same Reality? Psychology, 9, 2175-2193Google Scholar ↗

[refR-23] Nyock, Ilouga, S. (2019). Le rapport au travail dans un contexte entropique : une analyse du sens du travail. Editions Universitaire Européennes.Google Scholar ↗

[refR-24] Perrot, S. (2004). Jeunes diplômés : comprendre les intentions de départ des nouveaux embauchés. Revue des sciences de gestion, 39 (2), 25-40.Google Scholar ↗

[refR-25] Raub, S., & Robert, C. (2010). Differential effects of empowering leadership on in-role and extra-role employee behaviors: exploring the role of psychological empowerment and power values. Human Relations, 63(11), 1743 - 1770.Google Scholar ↗

[refR-26] Smith, A. (1991). Recherche sur la nature et les causes de la richesse des nations. Flammarion.Google Scholar ↗

[refR-27] Spreitzer, G.M. (1995). Psychological empowerment in the workplace: dimensions, measurement and validation. Academy of Management Journal, 38(5), 1442-1465.Google Scholar ↗

[refR-28] Vallerand, R. J. (1989). Vers une méthodologie de validation transculturelle de questionnaire psychologiques: implications pour la recherché en langue française. Psychologie Canadienne, 30 (4), 662-680.Google Scholar ↗

[refR-29] Van Hooff, M. L. M & Van Hooft, E. A. J. (2014). Boredom at work: Proximal and distal consequences of affective work-related boredom. Journal of Occupational Health Psychology, 19, 348–359.Google Scholar ↗

[refR-30] Zarifian, P. (2001). Le modèle de la compétence. Éditions Liaisons.Google Scholar ↗