05.10.2016 Research on Development Dynamics of Children

RESEARCH ON DEVELOPMENT DYNAMICS OF CHILDREN ENROLLED IN PRESCHOOL INSTITUTIONS AND OBSERVATION OF FACTORS AFFECTING THEIR DEVELOPMENT

SA “Center for Education Projects” PIU

First interim report

Yerevan July 2016

Table of Contents

1. Executive summary ...... 4

1.1. Introduction ...... 4

1.1.1. First group of issues ...... 5

1.1.2. Second group of issues ...... 5

2. Description of fieldwork ...... 7

2.1. Establishment of working groups ...... 7

2.2. Preparation of specialists enrolled in the fieldwork ...... 7

2.3. Approbation of tools ...... 8

2.4. Implementation of fieldwork at the beginning of academic year ...... 8

2.4.1. Testing of children attending preschool institutions ...... 9

2.4.2. Testing of children not attending preschool institutions ...... 10

2.5. Implementation of fieldwork at the end of academic year ...... 11

2.5.1. Testing of children attending preschool institutions ...... 11

2.5.2. Testing of children not attending preschool institutions ...... 12

2.6. Quantitative picture of fieldwork ...... 14

3. Issues/oversights ...... 18

4. Result analysis ...... 19

4.1. Analysis principles ...... 20

4.1.1. Principles of quantitative analysis ...... 20

5. Regional analysis ...... 25

5.1. Shirak region ...... 25

5.1.1. Gyumri ...... 25

5.1.2. Generalized analysis ...... 53

5.2. Gegharkunik region ...... 57

5.2.1. Martuni ...... 57

5.2.2. Chambarak ...... 66

5.2.3. Dzoragyugh ...... 75

5.2.4. Generalized analysis ...... 82

5.3. Kotayk region ...... 87

5.3.1. Abovyan (“Abovyan educational complex” NPO) ...... 87

5.3.2. Kasakh ...... 96

5.3.3. Aragyugh ...... 105

5.3.4. General analysis ...... 113

6. Analysis by factors ...... 116

6.1. A class observation analysis by factors ...... 116

6.2. Testing results of children by subfields ...... 135 6.3. Social-demographic description of families whose children were and were not included in preschools and the description of the impact of gender on children development dynamics ...... 142

7. General overview/summary ...... 152

7.1. Overview of qualitative results ...... 152

7.2. Overview of quantiative survey results ...... 155

7.2.1. Assessment overview of a child ...... 155

7.2.2. Overview of class observations ...... 157

Conclusions and recommendations ...... 158

1. EXECUTIVE SUMMARY

In Armenia, as all over the world, the formation of preschools is gaining momentum.

A lot of research has been done for assessment of preschool institutions’ role and importance in the education sphere and of the children development. The results reveal that preschools affect positively the quality of elementary education, increase the child’s ability to adapt to the school environment, perceptivity and learning progress. The main goal of preschool education is to form a basis for the children’s physical, psychological and intellectual development, preparing them for school.

Preschool education is also emerging in Armenia. One of its priorities is to make preschool education accessible for everyone through reconstruction and foundation of preschool institutions, paying a special attention to increase of the level of enrollment of children from socially vulnerable families. The purpose of this research is to analyze the development dynamics of children enrolled and not enrolled in institutions implementing preschool education micro-projects and the affecting it factors / each year, per regions and micro-projects implementation process /.

This research will allow not only to state the effect of the project on the preschool education efficiency and children development, but also to work out a set of recommendations directed to further development of preschool education in the future.

1.1. Introduction

Highlighting the importance of preschool education issues and the need for reforms in the system, the RA government has signed agreements with the World Bank to support the implementation of the Education Improvement Project. The RA government's main goal is to improve the quality and accessibility of preschool education services, with special emphasis on increasing the enrollment of children from socially vulnerable families in preschool institutions.

In the scope of the program the establishment of preschool institutions has been and will be made at different times, therefore it was planned to implement a phased study as well, covering each year the regions where preschools had been newly established.

This project aims to study the development dynamics of children enrolled and not enrolled in preschool institutions and the factors affecting their development in the regions of the RA, by the process of micro project implementation. Certain issues have been distinguished for implementation of the research:

(1) Describe the development dynamics of children enrolled and not enrolled in micro- projects, by appropriate areas at the beginning and end of the year. 4

(2) Analyze factors affecting the development dynamics of children enrolled and not enrolled1 in micro-projects.

For the first group of issues quantitative research tools have been used: children testing, etc. For the second group of issues qualitative research tools have been used, such as: in-depth interviews, focus group discussions, observation of physical environment, class observations and parents standardized survey of socio-demographic characteristics.

See the detailed description below, by groups of issues.

1.1.1. First group of issues

Implementation of first group of issues implies the following steps:

• Study the development level of skills, abilities and knowledge of children enrolled and not enrolled in preschool institutions at the beginning of the school year. • Study the development level of skills, abilities and knowledge of children enrolled and not enrolled in preschool institutions at the end of the school year. • Compare and analyze the results of the above mentioned two steps.

1.1.2. Second group of issues

The logic of analysis of factors affecting the development dynamics of children enrolled and not enrolled2 in preschool institutions is presented below:

Description of each community in each region:

1. Description of preschool model: • days per week, • hours per day, • staff, • the number of trained staff, • food provision, • sleep opportunities. 2. Description of physical conditions of preschool institutions and identification of problems.

1For this group of children only the factors of gender issues and social-economic status have been distinguished as factors affecting the development dynamics 2For this group of children only the factors of gender issues and social-economic status have been distinguished as factors affecting the development dynamics 5

3. Description of preschool personnel, work experiences, opinions, recruitment mechanisms, and possible issues. 4. Description of opinions, perceptions, expectations and attitudes of parents of children attending preschool institutions: • Description of focus group discussions with parents of children attending preschools, • Description of interviews with parents of children attending preschool institutions and having special needs, • Description of interviews with parents of socially vulnerable children attending preschool, • Description of interviews with parents of children attending preschool institutions, who perform paid work in the preschool. 5. Description of social-demographic conditions of families of children attending and not attending preschool institutions.

6. Description of the effect of gender issues on the development dynamics of children attending and not attending preschool institutions3.

7. Description of differences revealed during the research done at the beginning and at the end of the academic year.

For accurate analysis of micro-projects effectiveness the descriptions of aforementioned issues should be synthesized. Hence, the dynamics of children development, factors affecting the latter and the generalized results should have been well observed.

The report is composed of the following sections:

• Description of the fieldwork /where the whole process of fieldwork is presented/, • Mistakes/problems, where each problem that arose during both fieldwork and analysis, and during the overall process is described in detail, • Analysis of results, where the results of both qualitative and quantitative research are explained by communities, regions and the elements described, • Summary of results, which includes conclusion of the research, summary of each aforementioned group of issues, and general conclusions.

3 Source: results of children testing 6

2. DESCRIPTION OF FIELDWORK

This research was conducted during the period of 2015-2016 in the regions of Shirak, Gegharkunik and Kotayk. The fieldwork was carried out through five stages as it is presented below.

2.1. Establishment of working groups

A working group was established to conduct the research. The group was composed of a coordinator, methodologist-experts, interviewers responsible for the qualitative part of the research, testers of children’s educational development, stenographers of qualitative interviews, data entry specialists and analysts concerning physical environment, class observations and children’s testing.

Fieldwork was implemented by two working groups having similar structure, each of which having two qualitative interviewers and two testing specialists. However, these two working groups were used during two visits, and the other part of the fieldwork was implemented by the main research group.

The composition of qualitative interview specialists during the fieldwork at the end of the school year in general remained unchanged compared with the beginning of the year. This allowed to observe possible changes in the physical environment, ways of application of teaching methods and principles by the preschool staff, changes in parents’ expectations and attitude towards preschools, and in their enrollment in preschool life, in methods of children upbringing, as well as in the satisfaction with the physical conditions of the preschool. At the same time, personal experience, attitude and knowledge of the researchers, have had their effect, as the same researchers have conducted the fieldwork both at the beginning and at the end of the year.

Due to time scarcity and for optimal management of work, interviewers were assigned with specific roles. Each researcher has had informants of the same category, specifically parents and tutors were interviewed by the same interviewer because of the priority in organizing and conducting focus group discussions. The interviews with micro-project directors were also conducted by the same interviewer to ensure the interviewer’s adequacy and maintain the information quality.

2.2. Preparation of specialists enrolled in the fieldwork

Experts and methodologists presented short description of the micro-project, the purpose, deadlines and tools of the research; they discussed the principles of work allocation and organization. Questionnaires were presented to the interviewers, all the sections of which were

7 explained in detail to make sure that the interviewers clearly understand the purpose of the questions.

All the questionable issues that triggered low-confidence or a need for help among interviewers were discussed. The cases that may require quick orientation and specific conduct for ensuring the smoothness of the process were also discussed. Preparatory works were followed by tools approbation.

2.3. Approbation of tools

According to the methodology, research tools should have been approbated, in the scope of which a visit was organized to Qanaqeravan village of Kotayk region in December 7, 2015. The questionnaires of the preschool principal and micro project director, the questionnaire of focus group discussion with parents of children attending preschool institutions, as well as the standardized questionnaire of the parents’ social demographic characteristics were approbated.

An in-depth interview was held with the preschool head teacher of Qanaqeravan village and a focus group discussion was held with the parents of children attending the preschool. In the result of approbations no need for change in the questionnaires of preschool head teacher and parents of children attending preschool was observed. At the same time a few amendments were required in the standardized questionnaire of parents’ social demographic characteristics.

2.4. Implementation of fieldwork at the beginning of academic year

At the beginning of academic year visits to 15 communities were organized for implementations of standardized interviews with children attending and not attending preschool institutions. Working day almost always started early in the morning and ended quite late. Nevertheless, working groups did their job enthusiastically in order to get representative and accurate results. Simultaneously two groups have worked during the same day only for preschools in Abovyan and Chambarak communities and for preschools in Gyumri (including their reserve communities). For the rest of communities (both prime and reserve) only one group has worked.

According to the methodology, 18 children aged 5-6 should have been tested in the prime community. Afterwards, for the group of children attending preschool in each community a group of children not attending preschool institutions should have been formed, which should have been identical with the group of children attending preschools by all the main criteria: number of children as well as gender and age structure of the group. Therefore the group of children attending preschools was tested at the beginning of community visits in order to have the structural description of children attending preschool institutions. 8

2.4.1. Testing of children attending preschool institutions

At the beginning of academic year, fieldwork for children testing was conducted during the period of December 25th– March 31st, 2016. For the majority of visits the same number of children was maintained, because the number of children attending preschools was large. A representative sample of 18 children was selected from the total number of children enrolled in preschool institutions. However, in some cases the number of children attending preschool was small or some of them were absent due to relocation, sickness, emigration and other reasons. Hence, all the present children were tested which though was less than the required number of children (18 beneficiary children). In this regard, the smallest number of children – 8 children - was tested in “Ani kindergarten” of Gyumri community, Shirak region.

Agreements for focus group discussions with parents were made beforehand - the director of micro project or the tutor were informed about the visit, the number of beneficiary children was checked out, and it was requested to ensure the presence of sufficient number of parents in the morning for focus group discussions.

Selection of specific dates for conducting visits to communities was made based on some factors such as: ensuring the presence of required number of beneficiary children and selection of appropriate destination taking into account weather conditions, distance from the capital, ability to complete the work in one/two days, etc. Thus, visits to each regional community were not arranged in successive dates. The schedule of visits is presented in Table 1.

Table 1: Schedule of fieldwork planned in the prime communities for the beginning of 2015- 2016 academic year, by regions Region Village/City Date Gyumri 22.02.2016 Shirak Gyumri 22.02.2016 Mets Mantash 25.12.2015 Martuni 11.03.2016 Gegharkunik Chambarak 26.02.2016 Dzoragyugh 15.02.2016 Abovyan 26.02.2016 Kotayk Kasakh 23.03.2016 Aragyugh 24.03.2016

2.4.2. Testing of children not attending preschool institutions

As a category of respondents, children not attending preschool institutions and their parents were also interviewed (in cases when not attending children have been tested in the prime community).

In those communities where sufficient number of not attending children were not present, reserve communities were selected (according to the methodology). According to the methodology, priorities were given to reserve communities; however, sometimes there have not been sufficient number of children in those communities as well. The next selection was made by coordinators based on the principle of short distance from the prime community and the absence of a preschool. Sometimes, two or more reserve communities were selected and sometimes those reserve communities were far from the prime community, because there were either no 5-6 year old children in the nearby communities or there were preschools operating in those communities.

Reasons for not having sufficient number of children in those communities were as follows: initially the number of children aged 5-6 was small, some of them had relocated/emigrated, were sick, were factually living in other communities or were attending a kindergarten.

For observing the knowledge and development level of children attending and not attending preschool institutions, visits to some prime and reserve communities were conducted on the same day, except for Poqr Mantash community (reserve community for Mets Mantash), Vaghashen (reserve community for Martuni) Kasakh and Proshyan communities (reserve communities for Kasakh), as well as Karenis, Nurnus and Mrgashen communities (reserve communities for Aragyugh).

Table 2: Schedule of visits to the selected reserve communities for the beginning of 2015-2016 academic year, by regions and prime communities.

Marz Prime community Reserve community Date Gyumri (N23 prime school) Gyumri 22.02.2016 Shirak Gyumri4( «Ani Gyumri 22.02.2016 kindergarten» preschool) Mets Mantash Poqr Mantash 24.02.2016 Martuni 11.03.2016 Martuni Vaghashen 15.02.2016 1. Chambarak Chambarak 26.02.2016 Gegharkunik 2. V. Martuni Dzoragyugh Vaghashen 15.02.2016

4As the gender distribution of children attending preschool institutions in Gyumri was the same, one control group composed of 18 not attending children with the same gender distributionwas selected for this community. 10

Abovyan Abovyan 26.02.2016 1. Kasakh 28.03.2016 Kasakh5 2. Proshyan 21.03.2016 Kotayk 1. Karenis 31.03.2016 Aragyugh5 2. Nurnus 31.03.2016 3. Mrgashen 29.03.2016

Meetings with children not attending preschool institutions were organized with the support of head teachers of secondary schools and village municipalities under the direct supervision of village heads. Meetings were organized in schools, at children’s homes or in village municipalities. Only in one community the village head had not organized a meeting with children not attending preschools despite of our prior agreement. Hence, a visit to that community was organized also the next day.

2.5. Implementation of fieldwork at the end of academic year

Fieldwork at the end of academic year was implemented in the period from May 13 – May 31, 2016. Visits were organized to the same 15 communities visited at the beginning of the year.

For the analysis of children development dynamics, children tested in the previous stage should have been tested in this stage of the fieldwork. Some of the children tested during the previous stage were absent during the end of year visit due to sickness, relocation/emigration and other reasons. Analysis was based on the results of children tested in both stages of fieldwork maintaining the gender distribution foreseen by the methodology.

2.5.1. Testing of children attending preschool institutions

Appointments for interviews were made beforehand. As in the previous stage, the coordinator specified the morning meeting time with the head teacher or one of the tutors in order to ensure the presence of children attending preschool, observe the classes, not disturb children from sleep/lunch/breakfast and complete the work before the children leave the preschool. Moreover, time was agreed for conducting focus group discussions with parents.

The schedule of visits made to the prime communities is presented in Table 3.

5Gender distribution of children attending preschool institutions in Aragyugh and Kasakh was different and as there were few not attending children in reserve communities, only one group of not attending children with combined gender structure was selected for both of those prime communities. Afterwards, a secondary sample of children was selected for the analysis in order to maintain the required gender distribution. 11

Table 3: Schedule of fieldwork planned in the prime communities at the end of of 2015-2016 academic year, by marzes

Region Village/City Date Gyumri 25.05.2016 Shirak Gyumri 25.05.2016 Mets Mantash 24.05.2016 Martuni 13.05.2016 Gegharkunik Chambarak 16.05.2016 Dzoragyugh 27.05.2016 Abovyan 20.05.2016 Kotayk Kasakh 19.05.2016 Aragyugh 31.05.2016

2.5.2. Testing of children not attending preschool institutions

Meetings with children not attending preschool institutions were organized with the support of head teachers of secondary schools and village municipalities, under the direct supervision of village heads. Meetings were organized either in schools, at children’s homes, or in village municipalities.

For observing the development and knowledge of children attending and not attending preschool institutions visits to the prime and reserve communities were organized on the same day, except for Vaghashen (reserve community for Martuni) and Proshyan (reserve community for Kasakh).

Table 4:Schedule of fieldwork in the reserve communities planned for the end of 2015-2016 academic year, by regions and main communities

Region Prime community Reserve community Date

Gyumri ( N23 primary Gyumri 25.05.2016 school) Shirak Gyumri6( «Ani Gyumri 25.05.2016 kindergarten») Mets Mantash Poqr Mantash 24.05.2016 Martuni 13.05.2016 Martuni Vaghashen 27.05.2016 Chambarak Chambarak 16.05.2016 Gegharkunik v. Martuni Dzoragyugh Vaghashen 27.05.2016 Abovyan Abovyan 20.05.2016 Kasakh 19.05.2016 Kasakh7 Proshyan 17.05.2016 Kotayk Karenis Aragyugh7 Nurnus 31.05.2016 Mrgashen

6As the gender distribution of children attending preschool institutions in Gyumri was the same, a control group composed of 18 not attending children was selected for this community in order to maintain the same gender distribution. 7Gender distribution of children attending preschool institutions in Aragyugh and Kasakh was different and as there were few not attending children in reserve communities, only one group of not attending children was selected for both of those prime communities. Afterwards, control groups of children were selected from that group for the analysis in order to maintain the required gender distribution. 13

2.6. Quantitative picture of fieldwork

581 standardized interviews were conducted with 5-6 years old children attending and not attending preschool institutions at the beginning and at the end of academic year, out of which the number of children tested at the beginning and at the end of the year comprised 300 and 281 children, respectively. Generally, 180 children attending preschool institutions and 145 children not attending preschool institutions were tested, out of which 135 and 107 children were retested, respectively. There was a slight deviation from the number of children foreseen by the methodology, but the statistical representativeness of gender and quantity was maintained during the analysis (minimum 10 children only in Chambarak). Resultantly, 241 children aged 5-6 participated in the analysis, of which the number of children attending and not attending preschools comprised 134 and 241, respectively. For forming a group of children not attending preschool institutions similar to the group of children attending preschool institutions (by all main criteria – quantity, gender, and age distribution) the results of 278out of 107 retested children not attending preschool institutions have been used for two prime communities.

8107+27 = 134 (respective to the number of children attending preschool institutions) 14

Table 5: The number of tested and retested children attending and not attending preschool institutions at the beginning and at the end of 2015-2016 academic year, by regions

Number of tested Number of retested children not Number of tested Number of retested children not Region Village/City attending beneficiary children beneficiary children attending preschool preschool institutions institutions Gyumri (N23 primary 21 18 school) 29 18 Shirak Gyumri9( «Ani 18 14 kindergarten» preschool) Mets Mantash 17 14 20 14 Martuni 18 16 20 14

Chambarak 25 10 11 10 Gegharkunik Dzoragyugh 26 16 20 16

Abovyan 18 18 22 18 Kotayk Kasakh10 18 13 23 17 Aragyugh10 19 16 Total 180 135 145 107

Interviews with the head teacher, tutor and parents of beneficiary children were conducted in each region. Focus group discussions were also conducted with parents of children. In preschools having a tutor assistant, the latter was also interviewed. In case of availability of children with

9As the gender distribution of children attending preschool institutions in Gyumri was the same, a group of 18 children not attending preschool institutions was selected with the same gender distribution. 10Gender distribution of children attending preschools in Aragyugh and Kasakh was different; hence, due to the small number of children, one group of children not attending preschool institutions was selected for those two communities, from which control groups were selected with corresponding gender distribution. 15

special needs, children from socially vulnerable families and children whose parents were working in the preschool, interviews were conducted with parents as well. More detailed description of each category is presented in the Analysis section.

Table 6: Qualitative research conducted by regions and categories at the beginning and end of 2015-2016 academic year.

Parents of children not attending preschools Region Village/City Type of qualitative interviews Beginning of End of year year 1 focus group discussion Gyumri ( N23 1 in-depth interview with the head teacher 4 4 primary school) 1 in-depth interview with the tutor 1 in depth interview with a parent from socially vulnerable family 1 focus group discussion 1 in-depth interview with the head teacher Gyumri11( «Ani Shirak 2 in-depth interviews with tutors kindergarten» 4 4 1 in-depth interview with the tutor assistant preschool) 1 in depth interview with a parent working in the preschool 1 in depth interview with a parent from socially vulnerable family 1 focus group discussion 1 in-depth interview with the head teacher Mets Mantash 0 0 1 in-depth interview with the tutor 1 in depth interview with a parent from socially vulnerable family 1 focus group discussion 1 in-depth interview with the head teacher

Martuni 2in-depth interviews with tutors 4 4 Gegharkunik 1 in-depth interview with the tutor assistant 1 in depth interview with a parent working in the preschool

11As the gender distribution of children attending preschool institutions in Gyumri was the same, a group of 18 children not attending preschool institutions was selected as a control group. 16

1 in depth interview with a parent from socially vulnerable family 1 focus group discussion 1 in-depth interview with the head teacher Chambarak 4 4 1 in-depth interview with the tutor 1 in depth interview with a parent from socially vulnerable family 1 focus group discussion 1 in-depth interview with the head teacher Dzoragyugh 0 0 1 in-depth interview with the tutor 1 in depth interview with a parent from socially vulnerable family 1 focus group discussion 1 in-depth interview with the head teacher 2in-depth interviews with tutors 4 4 1 in depth interview with a parent working in the preschool Abovyan 1 in depth interview with a parent from socially vulnerable family 1 focus group discussion Kotayk 1 in-depth interview with the head teacher Kasakh 4 4 2in-depth interviews with tutors 1 in-depth interview with the tutor assistant 1 focus group discussion 1 in-depth interview with the head teacher Aragyugh 0 0 1 in-depth interview with the tutor 1 in depth interview with a parent from socially vulnerable family

3. ISSUES/OVERSIGHTS

During the research various issues were brought up, a part of which was related to fieldwork, while the other part – to research tools, communities or micro projects. The issues related to fieldwork were as follows:

1. Fieldwork started in December which was not advisable due to the following factors:

• The aim of the fieldwork conducted at the beginning of the year was to benchmark the initial condition of different categories of research: preschool personnel, children, parents and physical environment (cleanliness). It was possible to be implemented parallel to the launch of preschool activities, while the delay of project launch due to methodological discussions and preschool opening time differences (some preschools started to work in November, i.e. Kasakh, Chambarak,. Martuni, etc.) could affect research results.

• Weather risks were not estimated during the fieldwork planning. Visits at the beginning of fieldwork started from December when roads in some settlements became impassable due to snow and ice and hindered the process of fieldwork. On the other hand, visits organized in that season of the year allowed evaluating the preparedness of preschools for winter months from the perspective of heating, day planning, and arrangement of children absences.

• During the fieldwork a considerable problem was to maintain the sample of focus group discussions. According to sample criteria, it was almost impossible to select parents in all regions, because there were working parents. Interviewers were guided by the principle of focus group discussion with accessible parents.

2. Regarding testing of children not attending preschool institutions a problem was to maintain the time of meeting and number of children agreed beforehand. There were communities where the number of children not attending preschool institutions provided by village heads was wrong (due to relocation, emigration and

other reasons), which was clarified after reaching the destination. Resultantly, it was a problem to find “new” children not attending preschool institutions (maintaining the representative gender distribution of children) as there were either small number of children or children were attending kindergartens. Municipalities of larger communities did not have such database and the support of public schools headmasters was the last resort for the working group.

Lessons learned for further effectiveness of the project are as follows:

1. For the effectiveness of further stages of the project it is notable and more preferable to define a specific criterion for some operations not by methodology, rather act by situational orientation and through selection of optimal selection of principles in case of true arrangement of circumstances. Despite of the two-visit requirement by the methodology, visits to communities both at the beginning and at the end of the year were organized in one day due to weather conditions and time constraints. However, this did not affect the quality of results achieved.

2. Afterwards, as it can be seen in the tables describing the schedule of visits made both at the beginning and at the end of academic year, visits to different communities of each region were organized not on sequential dates and not by the the sequence of communities planned by the methodology. Reasons were different: ensuring the presence of required number of children; selection of convenient route because of weather conditions; distance from the capital; opportunity to implement the work in one or two days; time mismatch related to the late opening or early completion of classes in the preschool. The result is the insignificance of the sequence of communities for the quality of results and comparability of data.

4. RESULT ANALYSIS

Analysis of all data collected during the research is presented in this section. As the research mainly aims at analyzing the development dynamics of children and factors affecting their development process, it is appropriate to present the results by two sections: children development dynamics and factors affecting their development process. Moreover, analysis is

presented by factor, community and regional sections. But before reaching to the main results of the research, principles of analysis are presented below.

4.1. Analysis principles

Analysis of qualitative section includes focus group discussions, in-depth interviews and physical environment observations, while quantitative analysis includes class observations and testing of children.

4.1.1. Principles of quantitative analysis

4.1.1.1. Child testing

For the analysis of children development dynamics enrolled in preschool institutions 242 beneficiary children (135 children attending preschools, 107 children not attending preschool institutions) have been evaluated and all of them passed both preliminary and secondary testing. The dynamics of children development can be observed only through this kind of analysis.

The development dynamics of children not enrolled in preschool institutions was also analyzed. This group served as a control group for the analysis. Children not enrolled in preschool institutions are either inhabitants of the same region, or are inhabitants of the closest villages due to the insufficient number of children in the selected villages. For measurement of program effectiveness, testing results of control group for the beginning/end of the year will be compared with the results of the observation group for the beginning/end of the year.

Based on “State education criterion of preschool education”, all the assignments included in the evaluation package can be differentiated into five fields, which in turn can be differentiated into the following subfields:

• General math knowledge/assignments 2, 3, 5,6,9,10/ /cognitive field/, • Logic and thinking/assignments 11,4/ /cognitive field/, • Oral speech perception/assignment 7/ /speech development/, • Early reading/assignments 1,8/ /speech development/, • Writing and drawing skills /assignments 12, 13/ /motor function field/:

The analysis of development dynamics of children enrolled in preschool institutions as well as analysis of development level of children not enrolled in program was implemented based on the following principles:

• analysis of the development dynamics of children enrolled and not enrolled in preschool institutions of each target community according to the criteria mentioned above,

• analysis of the development dynamics of children enrolled and not enrolled in preschool institutions of each target region according to the criteria mentioned above,

• comparison of the generalized results of the analysis for all regions according to the criteria mentioned above.

Analyzed data is presented through histograms in percentages. Each figure is accompanied by descriptive analysis.

4.1.1.2. Class observations

Class observations conducted in preschool institutions give an opportunity for getting insights and analyse the following areas:

• purpose,

• objectives /developmental, teaching, instructional/,

• structure /type of class, clear sequence of class stages, time constraints, correspondence of class stages to the type of child’s cognitive activity, etc./..

• content /scientism and significance of the material presented, , correspondence of the content, complexity and scope of the material to the age peculiarities of the child, the ratio of didactic and theoretical material, relation of the material presented to the real life, etc./

• methodological saturation /usage of diverse educational methods and tactics, justification of their selection, feasibility and effectiveness of application, etc./,

• behavioral and operational peculiarities of children /activeness, independence, interest, attention stability during different stages of the class, organized activity, peculiarities of children’s intergroup and interpersonal relationships, as well as relationships with the teacher/,

• peculiarities of teacher’s professional qualities /familiarity with the material, preparedness for the lesson, pedagogical skills, usage of communication skills with the child, speech literacy, teacher’s attitude, etc./,

• general results /implementation of class plan, reaching the target, quality, inferences directed towards improvement of future work, strengthening of success, etc./.

Each class was analyzed based on different approaches. During the analysis the criteria and characteristics separated in class observation cards were considered.

Class observation cards were analyzed based on the following principles:

• Comprehensive analysis of class observation cards of each preschool, by the separated eight criteria in each card, • Comprehensive analysis of class observation cards of preschools in each region, by the separated eight criteria in each card, • General average indicators of all eight criteria, by all regions.

For more accurate illustration of comparative results obtained during the analysis of classes held in preschools, the data is presented in the following way:

• Comparison of each criterion, by all preschools, • Analysis of each criterion, by regions, • Analysis of class observation results, by the general average indicators of preschools in all communities/regions. Analysed data is presented in the form of histograms and in percentages. Each figure is accompanied with descriptive analysis.

4.1.2. Principles of qualitative analysis

4.1.2.1. Interviews and discussions

For understanding and stating the notion of appropriate personnel recruitment for preschool institutions and for decent management of microproject and children upbringing, the following activities have been performed:

• Focus group discussions, which have been implemented among the parents of children enrolled in preschool institutions,

• In-depth interviews, by the following categories:

o micro project directors o tutors, o assistants of tutors, o parents of children with special needs, o parents of socially vulnerable children, o parents performing paid work in the preschool, o parents of children not attending preschools. During the analysis the effect of respondents surveyed for each category, their characteristics and skills were taken into account. Analysis of interviews and discussions was implemented based on the following principles:

• comprehensive analysis of interviews and discussions in each preschool, by the aforementioned categories,

• comprehensive analysis of interviews and discussions in the selected preschools of each region, by the aforementioned categories.

We have tried to maximally show the comparative situation for different preschools in the same region. Analysed data are mainly presented through text.

4.1.2.2. Physical environment observation

Observation of physical environment in preschool institutions was implemented by the following criteria:

• child security, • conformity to the dimensions of the child: accessibility of accessories for the child, • availability of required materials, which may include: books, desks, hygene means, etc, • accessibility of materials, which will show how easily children can make use of them, • movability of the environment, • workability of accessories.

During the analysis, the effect of each criterion on child development was taken into account. Analysis was performed based on the following principles:

• Complete analysis of physical environment observation held in each preschool, by criteria, • Complete analysis of physical environment observation held in preschools of each region.

We have tried to maximally show the comparative situation for different preschools in the same region. Analysed data are mainly presented through text and figures.

5. REGIONAL ANALYSIS

5.1. Shirak region

Two communities have been selected in the region, of which two are based on school, and the other – on kindergarten. Communities selected in this region are Gyumri (two preschools) and Mets Mantash.

5.1.1. Gyumri

Gyumri is the regional center of Shirak region. It has large number of population.

5.1.1.1. “Ani kindergarten” NGO (AKP)

The preschool was established on the basis of kindergarten and has one group of children. According to the budget foreseen by the micro project for one group, the community preschool is classified as one having “sufficient” financial resources.

During the visits the preschool was working according to the following model:

• 5 days in a week. • part-time working regime - 09:00-12:30, although there was also a full-time regime /optional/ - 9:00-17:00; parents were paying 8000AMD for full-time regime, • two tutors and one tutor assistant were working in the preschool (the second tutor was enrolled for the full-time regime), • both of the tutors were trained, • children were eating three times a day in the preschool (hot and cold meals), • there was a sleeping opportunity,

General description of preschool conditions is as follows:

• The preschool had a classroom, sleeping room and a water-closet. Preschool was also using the beds and outdoor playground of the kindergarten, although the latter had a need for improvement.

• The classroom, sleeping room and the water-closet matched the requirements of renovation, security, children size, accessibility and cleanliness, although there was no soap during the visit at the beginning of the year (see Pictures 1 and 2).

• The preschool had permanent cold water.

• The preschool had central heating system.

Picture 1. Beginning of year, Gyumri, AKP, Picture 2. Beginning of year, Gyumri, AKP, W.C. sleeping room Conditions of classroom and working centers matched the requirements of defined norms (See Pictures 3 and 4).

Picture 3. Beginning of year, Gyumri, AKP, Picture 4. Beginning of year, Gyumri, AKP, classroom, cabinets classroom, cabinet The classroom had a wardrobe, carpet, tables and chairs, toy boxes, blackboard, TV, DVD Player, sofa, jalousie, etc. The classroom was light and comfortable. Tables and chairs of the preschool were arranged in the way they were arranged in the school (this does not contribute to child-centered method of teaching).

There were no separated centers in the classroom, but there were some accessories related to mathematics, literacy, construction, sport and technical centers.

Time factor was not taken into account in the class plan. The tutor was providing an individual approach to children, but was not creating an environment for children to communicate with each other. Classes were held with demonstrations, didactic materials, playing methods, tasks stimulating thinking were used. No gender discrimination was noticed in the attitude towards children.

Tutors were not using child’s development dynamics observation and evaluation sheets.

According to the head teacher, the main driver of applying for the program was the availability of prospective children for the preschool, as well as the improvement of preschool education. The preschool had all the necessary conditions, including sleeping opportunities. The preschool was also providing meals for children (paid by parents). There were problems related to heating and renovation of the kindergarten building. Preschool was not situated on a sunny side, there were many corridors, and there were few heating panels, which triggered heating problems. Provided financial resources were mainly sufficient, but in case of any financial gaps, they were also using their own financial resources or were getting aid from international organizations.

According to the head teacher social condition of parents was not good and they were even having trouble with the preschool fee. Nevertheless, they were quite willing to help the preschool; they were taking participation in the organizational works, design of clothes, etc. Socially vulnerable families were getting aid from the municipality, sometimes t fee discounts were made.

The head teacher wanted to enlarge the total area of the preschool, in particular, the sport area.

Two tutors were working in the preschool. They had rich experience of working with children. Tutors have been working since the opening of the preschool in two shifts. The main responsibility of the first shift tutor was to hold classes, while the responsibility of the second shift tutor was to look after children when sleeping, playing and repeating the lessons taught by the main tutor. The main tutor was using both child-centered and integrated principles of

teaching, while at the same time she was concentrating on the development of mental and physical areas. According to the main tutor, children skills were different by gender – boys were slightly ahead of girls.

According to tutors social condition of the community was average. There were both children whose parents had higher education and children from most needy families s. Tutors were stating that socially vulnerable families were having difficulties with certain payments, in the result of which the municipality was making discounts to children from families with privileges. Both of the tutors had passed training, during which they attended both practical and theoretical classes. After the training tutors started to use more playing elements and were organizing the class more efficiently with working centers.

During the focus group discussions held with parents it turned out that families of children attending preschool institutions were mainly composed of five members, of which some families were enrolled in the list of people getting social benefit. According to parents, the main purpose of taking their children to preschool institutions was the education, communication with other children and preparedness to school.

Generally, parents were satisfied with the building conditions of the preschool, attitude of employees and quality of education; however, they were emphasizing the heating problem (there was a central heating system in the preschool and they were also using electric heater in case of necessity, which though did not provide the required temperature) and the need for additional classes (i.e. language, painting, dancing) and the need for adding sport supplies.

Mothers were mainly responsible for children upbringing in the family. In their opinion, social-economic conditions had significant effect on child development. Parents were stating that children did not have specific responsibilities at home. They were mainly keeping their toys tidy. The parent of a child from socially vulnerable family had been upbringing her child since she was three-year-old in a way to be maximally organized, and the child had the following responsibilities: dry up the dishes, clean the floor, arrange wardrobe, which was also due to the fact that the family consisted of two members, and the mother was sick. Regarding the cases when children disagreed with their parents, the parents usually were following the will of their children or occasionally they were persuading or explaining their child about the possible results

of their behavior which usually related to playing too long on computer or eating. The main punishment was parents’ anger or prohibition from their favorite activity.

According to parents, children should be independent only to meet the primary needs related to eating, clothing and arrangement of toys.

Parents of children were cooperating with preschool staff. They were primarily engaged in technical and organizational issues and were getting information through the parents’ council. In case of necessity they were also referring to the tutor to get information about the class guides, methods of upbringing and progress of children.

Based on the results of deep interviews with parents of children not attending preschool institutions, children did not have specific responsibilities and were mainly busy with their games. Members of family mainly responsible for child upbringing were mothers. According to parents, the main factors affecting child development are as follows: social-economic conditions, family and the environment. All the interviewed parents expressed their will to take children to preschool; however, one of the main hindrances was the distance of preschools and lack of information about preschool conditions.

Visit at the end of the year coincided with the last days of preschool’s learning process, when tutors were finishing their teaching plan.

End of year visit can be described as follows:

• Changes in physical environment: Compared to the beginning of year, there were no changes in the working centers at the end of year. If during the visits at the beginning of year soap was absent in the water closet, it was there at the end of the year.

Picture 5: End of year, Gyumri, AKP, W.C. Picture 6.End of year, Gyumri, AKP, classroom

• Changes in tutors’skills and opinions: Compared to the beginning of year tutors were organizing classes more efficiently, parent-tutor cooperation was strengthened, which promoted the development of children.

At the beginning of year children were depressed and shy, but they were more active during classes at the end of the year. They had got used to sitting at the classroom, listen to and answer questions, which is very important for children before going to school.

Description of perceptions, expectations and satisfaction of parents of children attending preschool institutions with preschool conditions: Compared to the beginning of year parents noticed positive changes both in children skills and in the areas of discipline. Parents have even mentioned about the need for adding spare time and optimal management, which is only due to the preschool. As at the beginning of year, parents expressed their satisfaction with the preschool.

• Description of attitude of parents who do not attend preschool institutions. In the result of interviews held with parents it was clear that the main reasons of sending children to preschool were the same compared to the beginning of year: the distance and lack of information on preschool conditions.

Total picture of class observations in Gyumri preschool is average. Purpose and Questions criteria have maximum representation /100.00% և 93.75%/, which tells that tutors acknowledge the importance of classes and ensure the right direction of class towards the

purpose. Time criterion has minimum representation /20.00%/. All the other criteria have performance of higher than 56.25%.

Gyumri AKP 100.00 93.75 100.00 87.50 90.00 78.57 75.00 78.13 80.00 73.65 70.00 56.25 60.00 50.00 40.00 30.00 20.00 20.00 10.00 0.00

Figure 1: Analysis of class observation details in Gyumri AKP

Gyumri AKP

Testing Testing of control group Retesting Retesting of control group 100.00 100.00 100.00 100.00 100.00 100.00 92.86 92.86 92.86 92.86 89.29 85.71 85.71 85.71 78.57 78.57 71.43 71.43 71.43 67.86 67.86 60.71 57.14 57.14 53.57 51.79 50.00 50.00 50.00 46.43 42.86 42.86 39.29 35.71 35.71 32.14 25.00 21.43 21.43 17.86 14.29 14.29 7.14 1.79 0.00 0.00 0.00 0.00 0.00 0.00 0.00 0.00 1. Printed 1. text 10. Time reading 6. Math knowledge 8. Letter recognition 2. Spatial perception 12. Basic writing skills 3. Number recognition 4. Forming stereotypes 5. Basic math knowledge 9. Recognition of left-right 13. Sensual-motional skills 7. Response to multistep instruction

11.Recognition of similarities-differences Figure 2: Analysis of children testing and retesting results in Gyumri AKP

When looking at the testing and retesting results of Gyumri AKP (Figure 2), we see that a significant increase has been observed in (3) the number recognition/50.00%92.86%/, (6) math knowledge/17.86%71.43%/ and (9) recognition of left-right/42.86%100.00%/ indicators of general math knowledge subfield, as well as (4) forming stereotypes indicator of logic and thinking subfield. The (13) sensual-motional skills indicator of writing and drawing skills subfield was left unchanged.

When looking at the testing results of children not attending preschool institutions, we see that the most significant increase has been observed in the (5) basic math knowledge/60.71%89.29%/, (9) recognition of left-right/50.00%85.71%/ indicators of basic math knowledge subfield. Negative trend has been observed in the sensual-motional /7.14%/ indicator of writing and drawing skills subfield. (2) spatial perception indicator of general math knowledge subfield, (8) letter recognition indicator of early reading subfield and (12) basic writing skills indicator of writing and drawing skills subfield remained unchanged.

Looking at Figure 2, we can see that testing results of children attending preschool institutions are significantly higher than the results of children not attending preschool institutions except for (6) math knowledge/25.00%/ and (9) recognition of left-right/7.14%/ indicators of general math knowledge subfield. A significant increase has been observed in the (10) time reading/35.71%/ indicator of general math knowledge subfield. No difference has been observed in the (2) spatial perception indicator of general math knowledge subfield and (13) sensual-motional skills indicators of writing and drawing skills subfield.

Comparing retesting results of children attending and not attending preschool institutions, we can see that children attending preschool institutions recorded higher results at the end of the year, than children not attending preschools. The most significant difference has been observed in the following indicators: number recognition /35.71%/ (3) and (10) time reading/50.00% indicators of general math knowledge subfield, as well as (4) forming stereotypes/53.57%/ indicator of logic and thinking subfield.

Gyumri AKP Testing Testing of control group Retesting Retesting of control group 100.00 92.86 89.29 85.71 78.57 75.00 73.57 53.75 53.57 52.32 51.79 50.89 50.89 50.00 50.00 48.21 46.43 44.17 37.50 35.71 33.93 33.93 31.55 23.21

1. General 2. Logic and 3. Oral speech 4. Early 5. Writing and TOTAL math thinking perception reading drawing skills AVERAGE knowledge

Figure3: Comparison of testing results of Gyumri AKP children, by subfields

In Figure 3 we can see that compared to the testing results of children from Gyumri AKP, a significant increase has been observed in the retesting results of (1) general math knowledge /35.71%75.00%/ and (2) logic and thinking /48.21%89.29%/ subfields.

Looking at the testing and retesting results of children not attending preschool institutions (Figure 3), we can see that a significant increase has been observed in the (1) general math knowledge /31.55%50.89%/ subfield, while a significant decrease was in the (5) writing and drawing skills /3.57%/ subfield.

Looking at the Figure 3, we can see that testing results of children attending preschool institutions exceed testing results of children not attending preschool institutions. The results of beneficiary children exceeded the results of control group for the subfield of oral speech perception /14.29%/ (3).

Comparing the results of children attending and not attending preschool institutions we can see that children attending preschool institutions recorded higher results than children not attending preschool institutions. Significant difference is observed in the following subfields: (1) general math knowledge/24.11%/ and (2)logic and thinking/37.50%/.

5.1.1.2. “N23 primary school of Gyumri” NGO (N23 PSP)

The preschool was established on the basis of school and has three12 groups of children. According to the budget foreseen by the micro-project for one group, the community preschool is classified as one having “less” financial resources.

During the visits the preschool was working according to the following model:

• 5 days in a week, • part-time working regime - 09:00-14:00, • two tutors were working in the preschool during the visit, • Both tutors were trained • children were eating one-time hot meal in the scope of UN food program, • the preschool did not have sleeping conveniences.

General description of preschool conditions is as follows:

• The preschool had classrooms, and water closets (both for girls and for boys). • The classroom, sleeping room and the water closet matched the requirements of renovation, security, children size, accessibility and cleanliness, although there was no soap during the visit at the end of the year (see Pictures 7 and 8). • The preschool had permanent cold water. • The preschool had central heating system.

12Initially it was planned that the preschool should have three groups, but during the visit at the beginning of year the third group was not formed yet, hence two groups were considered for the research. 35

Picture 7: Beginning of year, Gyumri, N23 Picture 8: Beginning of year, Gyumri, N23 PSP, water closet PSP, classroom Conditions of the classroom and working centers matched the requirements of defined norms, although they were not too rich in diversity (See Pictures 9 and 10). Technical center was placed convenient for the height of children. Classrooms had wardrobes, carpets, tables and chairs, toy cabinets, boards, TVs, DVD players, cameras, etc. Classroom was quite light. Preschool children were eating in the school canteen and the food was financed in the scope of UN Food Program.

Picture 9: Beginning of year, Gyumri, N23 PSP, Picture 10: Beginning of year, Gyumri, N23, wardrobes PSP, cabinet There were no separated working centers in the classroom, but there were materials from all required working centers in one cabinet. The preschool was using outdoor playground of the school and sports hall.

Tutors did not have class plans, time factor was not taken into account. Classes were held with demonstrations, didactic materials and game methods were used, and tasks that stimulate thinking were assigned. Individual approach was provided to children. There was no gender discrimination.

Tutors were not using evaluation sheets for the analysis of child progress.

According to the head teacher there was no preschool or kindergarten in their area, so children were omitting the important stage of preschool education. They had a goal of creating a preschool which will prepare children for school, taking into account that they had to learn advanced Russian in school (school teacher was teaching Russian and English 2-3 times a week). The weakness of preschool was that there were no sleeping conveniences in the preschool, while the strength of the preschool was that children were getting ready for the school. The primary issue was creation of sleeping facilities in the preschool. Food was provided by the UN Food Program, in the scope of which parents had to have significant role and participation. One of the parents was providing cabbage, another parent – potato and carrot (sometimes they provided additional amounts of food instead of socially vulnerable families).

Two tutors were working in the preschool. One of them did not have a prior experience and this was her first working experience, while the other was an Armenian language and literature teacher. Both of them have started to work since the opening of the preschool. Tutors were trained for the teaching program of the preschool.

Tutors were using an integrated and child-centered method of teaching. Classes were held through games, assignments, experiments and question-answers. Both of the tutors were concentrated on different areas of child development and were for the diversified development.

According to the tutors children skills were not different depending on gender.

At the time of focus group discussions held with parents their families were composed of 5-7 members and there were families getting social benefits. It turned out during the focus group discussion that the main purpose of parents taking their children to preschool was to have them educated and prepared for school. Parents were satisfied with the tutors in the issues of discipline, knowledge, security, etc.

The person responsible for child upbringing in the family was the mother. In parents’ opinion education, parents and the environment have significant effect on child development. Parents were taking into account the opinion of the child and the main regime of the day was planned with the child. Children were punished by debridement from their favorite activity.

Children could dress themselves and keep their environment tidy.

In-depth interviews with parents of children not attending preschool institutions revealed13 that children did not have specific responsibilities and they were mainly engaged in their favorite games. Parents were responsible for children upbringing, especially mothers. According to parents, the following indicators had significant effect on child development: social-economic conditions, family and environment. All the parents interviewed expressed their will to take children to preschool; however, one of the reasons of not taking them to preschool was the distance and lack of information about conditions of the preschool.

Visits at the end of the year can be described as follows:

• Changes in the physical environment: Compared to the beginning of the year there were additions in the materials of construction center.

Picture 11. End of year, Gyumri, N23 PSP, Picture 12. End of year, Gyumri, N23 PSP, classroom classroom, technical center and board

• Changes in tutors’skills and opinions: The period of teaching letters and numbers coincided with the period of long winter vacation, afterwards, a large number of children were absent due to health problems. This had an adverse effect on children progress. Nevertheless, tutors were able to overcome the lag during three days

13 As the preschools No 23 and AKP in Gyumri are located in the same community, the group of parents of children not attending preschools is the same for both cases. 38

through additional classes. Taking into account the experience gained during the year, tutors intend to organize works in the following year more efficiently.

• Description of perceptions, expectations and satisfaction of parents of children attending preschool institutions with preschool conditions: At the end of the year parents state that children acquired new skills and are ready for school. Compared to the elder children (at the same age), these children have more knowledge which is due to the preschool. The results are obvious. Another advantage of preschool for parents was their spare time to think of their day-to-day activities or get a job.

• Description of attitude of parents of children not attending preschool institutions. The interviews held with parents revealed that the main reasons of not taking children to preschool were the same compared to the beginning of the year - the distance and lack of information on preschool conditions.

Figure 4 shows the results of class observations in Gyumri 23 preschool. Actually, the project is being implemented in the preschool quite successfully. Purpose, Teaching methods and Questions criteria have maximum performance /100.00%/.In the overall picture of all criteria Time has the lowest performance /70.00%/. All the other criteria are in the range of 85.71%- 96.43%.

Gyumri N23 100.00 100.00 100.00 96.43 100 93.75 91.67 92.19 85.71 90

80 70.00 70 60 50 40 30 20 10 0

Figure 4: Analysis of class observation results in Gyumri N23 preschool.

Gyumri N23 PSP

Testing Testing of control group Retesting Retesting of control group 100.00 100.00 100.00 100.00 97.22 94.44 94.44 93.06 91.67 91.67 91.67 88.89 88.89 88.89 83.33 83.33 83.33 77.78 77.78 77.78 66.67 63.89 63.89 61.11 61.11 61.11 55.56 55.56 55.56 50.00 50.00 47.22 47.22 44.44 41.67 41.67 34.72 31.94 30.56 27.78 25.00 25.00 22.22 5.56 5.56 5.56 5.56 0.00 0.00 0.00 0.00 0.00 1. Printed 1. text 10. Time reading instruction 6. Math knowledge 8. Letter recognition 2. Spatial perception differences 12. Basic writing skills 3. Number recognition 4. Forming stereotypes 7. Response to multistep 5. Basic math knowledge 9. Recognition of left-right 13. Sensual-motional skills 11.Recognition of similarities-

Figure 5: Children testing and retesting results in Gyumri (N23 PSP)

When looking at the testing and retesting results of N23 PSP in Gyumri, we can see that a significant increase has been observed in the math knowledge/31.94%93.06%/ indicator of (6) general math knowledge subfield, forming stereotypes/41.67%91.67%/ indicator of logic and thinking subfield, and(8) letter recognition/5.56%61.11%/ indicator of (4) early reading subfield. There was no change in (10) time reading indicator of (1) general math knowledge subfield and (11) recognition of similarities–differences indicator of (2) logic and thinking subfield.

When looking at the testing and retesting results of children in control group, we see that there was no change in (2) spatial perception indicator of (1) general math knowledge subfield, (7) response to multistep instructions indicator of (3) oral speech perception subfield, (8) letter recognition indicator of (4) early reading subfield and (13) sensual motional skills indicator of (5) writing and drawing skills subfield. For all the other indicators retesting results were higher than testing results, except for (13) sensual motional skills /11.11%/ indicator of (5) writing and drawing skills subfield. The largest increase has been observed in the (9) recognition of left-right indicator of (1) general math knowledge subfield.

Looking at Figure 6, we can see that testing results of children attending N23 PSP of Gyumri community exceed testing results of children in the control group (children not attending preschool institutions), except for (6) math knowledge /9.72%/ indicator of (1) general math knowledge subfield and (13) sensual-motional skills /2.78%/ indicator of (5) writing and drawing skills subfield. The difference is significant for (10) time reading /55.56%/ indicator of (1) general math knowledge subfield. There is no difference between children attending and not attending preschool institutions for the (2) spatial perception indicator of (1) general math knowledge subfield.

Comparing the retesting results of children attending and not attending preschool institutions we can see that children attending preschool institutions recorded higher results than children not attending preschool institutions. Significant difference was recorded in the following indicators: (6) math knowledge/43.06%/ indicator of (1) general math knowledge subfield, (4) forming stereotypes/61.11%/ indicator of (2) logic and thinking subfield, (8) letter recognition/61.11%/ indicator of (4) early reading subfield and (12) basic writing skills/34.72%/ indicator of (5) writing and drawing skills subfield.

Gyumri N23 Testing Testing of control group Retesting Retesting of control group 100.00 94.44 84.72 83.33 83.33 79.63 73.84 72.22 67.36 61.16 61.11 59.72 55.79 53.24 51.76 50.00 47.22 45.56 44.44 36.11 34.72 34.72 30.56 23.61

1. General 2. Logic and 3. Oral speech 4. Early 5. Writing and TOTAL math thinking perception reading drawing skills AVERAGE knowledge

Figure 6: Comparison of children results of N23 PSP, by subfields

When looking at the testing and retesting results of children attending N23 PSP in Gyumri (Figure 6), you can see that a significant increase has been observed in (2) logic and thinking/59.72%84.72%/ and (4) early reading/34.72%72.22%/ subfields.

In Figure 6 we can see that the testing and retesting results of control group (children not attending preschool institutions) have increased, except for (5) writing and drawing skills /5.56%/ subfield. Significant increase has been observed in (1) general math knowledge/34.72%53.24%/ subfield. No change has been observed in (3) oral speech perception subfield.

Looking at Figure 6, we can see that retesting results of children attending preschool institutions exceed testing results of children not attending preschool institutions for all subfields. Significant increase has been observed in (1) general math knowledge /21.06%/ and (2) logic and thinking/23.61%/ subfields.

Comparing the retesting results of children attending and not attending preschool institutions we can see that children attending preschool institutions get higher results than

children in the control group. Significant increase has been observed in the (2) logic and thinking/37.50%/ and (4) early reading/41.67%/ subfields.

5.1.1.3. Mets Mantash

Mets Mantash is the most distant community from the regional center in the sample communities of the region and it has small number of population. The preschool is established on the basis of school and has one group of children. According to the budget foreseen by the micro-project for one group, the community preschool is classified as one having “less” financial resources.

During the visits the preschool was working according to the following model:

• 5 days in a week, • part-time working regime - 09:00-15:00, • one tutor was working in the preschool during the visit, • the tutor was trained, • children were having meals two times a day – hot and cold (by community means), • there were no sleeping opportunity.

General description of preschool conditions is as follows:

• The preschool had a classroom and water-closet. • The classroom, sleeping room and water-closet matched the requirements of renovation, security, children size, accessibility and cleanliness (see Pictures 13 and 14). • The preschool had permanent hot and cold water. • The preschool had central heating system.

Picture 13. Beginning of year, Mets Mantash, Picture 14. Beginning of year, Mets Mantash, water-closet wardrobes Conditions of the classroom and working centers matched the requirements of defined norms, while from the perspective of diversity they were not rich (See pictures 15 and 16). The classroom had wardrobes, carpets, tables and chairs, sofa, toy boxes, board, TV, DVD player, etc. The classroom was quite light. Despite of an existing central heating system, the preschool rooms were cold.

Picture 15. Beginning of year, Mets Mantash, Picture 16. Beginning of year, Mets Mantash, classroom classroom Working centers were partially separated. The centers of mathematics, art, role playing, sports and technical centers had more abundant materials. There were no materials for the centers of construction, cooking and natural science. The preschool was using the outdoor playground and sports hall of the school.

Tutors were not using observation and evaluation sheets of child’s development dynamics; however, they were using motivating symbols.

The classes were mainly held according to the chosen criteria. During one of the classes, the methods were not being applied successfully and the time factor was considered partially.

According to the head teacher, parents were bringing their children at the beginning of the year to have them prepared for school. Community helped a lot and parents did not meet any difficulties. The only issue spoken out by parents was related to food; as they suggested making it better, i.e. add salads. They were planning to open two groups for the upcoming year.

Only one trained tutor was working in the preschool after passing training. Though she did not have working experience, she was quite knowledgeable and aware of education agenda. The tutor was in favor of children-centered teaching principle, but was also applying integrated principle. She was mainly working in groups and was applying different methods: games, exercises and experiments. The tutor was mainly highlighting cognitive, oral speech development and behavioral fields. According to the tutor, certain didactic materials were missing. The tutor stated that parents were taking their children to the preschool, to have them educated and fill their routine. Tutor was suggesting engaging assistant tutor and opening a foreign language class.

According to the tutor, capabilities of children did not differ depending on their gender. The tutor said that work would be much easier if they could be provided with a clear program.

Families of parents who participated in focus group discussions were composed of 6-13 people, there were also social beneficiaries. The main goal of parents for taking their children to preschool was education and preparation for school, because literacy would eliminate some difficulties at school. The majority of parents mentioned, that their children were previously attending kindergarten, but due to some factors they were moved to preschool.

Parent community was mainly engaged in agriculture; however children did not participate in those activities. Children mainly did not participate in house works; they just tidy their rooms up.

Parents were satisfied with the tutor, because of their contribution to matters concerning children discipline, knowledge, security and other issues. Parents mentioned that there was only a need for language classes (i.e. Russian).

Mothers were mainly responsible for children upbringing in the family, as fathers were working abroad. In parents’ opinion, the main factors affecting children development were: parents, environment, social-economic conditions, though they were trying to keep them away from social-economic issues.

Parents were taking into account their child’s will; however, the main daily regime was planned by mother. Children were being punished by depriving them of their games, making the child to stand in the corner, or even beating (in one case).

The preschool had an essential role in issues regarding self-confidence of children, as it made them more independent and tidy. Parents were in close relationship with the preschool and sometimes they were taking participation in daily activities (i.e. they were preparing certain materials for thematic days with their children).

Parents were informed about the preschool from neighbors and school and they had heard only positive opinions. The preschool did whatever was promised before.

Generally, parents were satisfied with the preschool, they mentioned only about a need of an assistant tutor, as the tutor had to clean up after the classes .

The visit at the end of the year coincided with the last days of preschool’s education process when the tutors were completing the learning program.

Visit at the end of the year can be introduced in various aspects:

Changes in physical environment: There were additions in the materials of role playing and construction centers at the end of the year. There were additions also in the mathematics center. Handmade items and posters were also added.

Picture 17. End of the year: Mets Mantash, Picture 18. End of the year: Mets Mantash, classroom, handmade materials classroom, technical center • Changes in head teacher’s opinion: Social issue was solved with the establishment of the preschool, as the kindergarten of the community had a tuition fee because of which children were not attending it. As there are a lot of children in the community with a need of special education conditions, the absence of those conditions for children with special needs can be considered as a weakness of the preschool. There is a need for a tutor assistant in the preschool, for which the head teacher will refer to the community head. For continuation of the program it can be mentioned, that there are already 20 children applications for 2016 academic year. According to the head teacher the preschool was easily integrated with the school, so children will also be integrated with the school easily as they participated in the events of elementary classes and communicated with first-grade pupils.

• Changes in tutors’ skills and opinions: Compared to the beginning of the year the tutor became more experienced and the classes are being held in accordance with chosen criteria. The tutor mainly highlights oral speech development area, as children speak with a constraint. Compared with the beginning of the year, children became more active and voluntarily participate in games and discussions. Children have become literate; recognize numbers have elementary mathematic skills.

• Description of perceptions, expectations and satisfaction of parents of children attending preschool institutions with preschool conditions: There were only positive opinions about the preschool. Children had a great progress. Compared with elder children, younger children had more knowledge. Preschool played a great role in parents’ life, as children became educated; parents were able to organize their work, etc. Generally, expectations have been met.

Almost all indicators of class observations in Mets Mantash preschool have high performance. The highest performance is observed for Questions criterion /100.00%/, which is quite important factor for different areas of children development. In the whole picture Time and Objective criteria /75.00%/ have comparatively low performance. The remaining criteria are in the range of 81.25%-92.86%.

Mets Mantash 100.00 100.00 90.63 92.86 91.67 85.71 86.51 90.00 81.25 80.00 75.00 75.00

70.00

60.00

50.00

40.00

30.00

20.00

10.00

0.00

Graph 7. Analysis of class observation results in Mets Mantash preschool

Mets Mantash

Testing Testing of control group Retesting Retesting of control group 100.00 100.00 100.00 100.00 100.00 92.86 92.86 92.86 89.29 85.71 85.71 85.71 85.71 85.71 80.36 78.57 78.57 78.57 71.43 71.43 71.43 67.86 67.86 60.71 58.93 57.14 57.14 57.14 53.57 51.79 50.00 50.00 50.00 46.43 42.86 28.57 28.57 28.57 28.57 28.57 28.57 21.43 17.86 7.14 7.14 1.79 0.00 0.00 0.00 0.00 0.00 0.00 1. Printed 1. text 10. Time reading 6. Math knowledge 8. Letter recognition 2. Spatial perception differences 12. Basic writing skills 3. Number recognition 4. Forming stereotypes 5. Basic math knowledge 9. Recognition of left-right 13. Sensual-motional skills 11.Recognition of similarities-

7. Response to multistep instruction

Graph 8. Analysis of children’s testing and retesting results in Mets Mantash

The analysis of childrens’ testing and retesting results in Mets Mantash community presents, that there is a significant increase in (3) number recognition /28.57%85.71%/, (10) time reading/21.43%85.71%/ indicators of basic math knowledge subfield, as well as (8) letter recognition /0.00%28.57%/ indicator of early reading subfield. Only (2) spatial perception indicator of general math knowledge subfields and (13) sensual-motional skills indicator of writing and drawing skills subfield remain unchanged.

Retesting results significantly exceed the testing results of not enrolled children in Mets Mantash community by the following indicators: recognition of (11) similarities-differences /28.57%60.71%/ of logic and thinking subfield, (1) printed text/46.43%71.43%/ of early reading subfield. There are no changes in (2) spatial perception, (3) number recognition indicators of general math knowledge subfield. Testing result essentially exceeds retesting result in case of (13) sensual-motional skills indicator /26.79%/ of writing and drawing skills subfield.

According to Graph 8, testing results of children enrolled in preschool of Mets Mantash essentially exceed children not enrolled in preschool by the following indicators: (4) forming stereotypes /50.00%/ of logic and thinking subfield, (7) response to multistep instructions /42.86%/ of oral speech perception subfield. The testing results of children enrolled in preschool are significantly inferior to the result of not enrolled children by (10) time reading indicator /35.71%/ of general math knowledge subfield. There are no changes only in (8) letter recognition indicator of early reading subfield and (12) basic writing skills indicator of writing and drawing skills subfield.

Comparing the retesting results of children from target and control groups, we see that the performance of the target group is higher than that of the control group. Difference has been mainly observed in the following indicators: (4) forming stereotypes/64.29%/ of logic and thinking subfield, (7) response to multistep instructions/42.86%/ of oral speech perception subfield, (13) sensual-motional skills/41.07%/of writing and drawing skills subfield.

Mets Mantash Testing Testing of control group Retesting Retesting of control group 100.00 85.71 78.87 75.06 75.00 64.29 62.50 57.74 57.14 57.14 56.85 56.67 51.19 50.00 43.69 42.86 42.86 39.29 37.80 33.93 33.93 30.36 23.21 23.21

1. General 2. Logic and 3. Oral speech 4. Early reading 5. Writing and TOTAL math thinking perception drawing skills AVERAGE knowledge

Graph 9.Comparison of results by subfields in Mets Mantash

The testing and retesting results of children attending preschool (Graph 9)show that there is a considerable increase in (1) general math knowledge /51.19%78.87%/ and (4) early reading /33.93%57.14%/ subfields.

Based on testing and retesting results of children of the control group (Graph 9), a substantial increase is recorded in (4) early reading subfield /23.21%39.29%/. For the subfield of (5) writing and drawing skills /12.50%/, testing results exceed retesting results.

According to Graph 9, testing results of children attending preschool exceed the results of children not attending preschool in all subfields, except for the (1) general math knowledge subfield /5.65%/. Changes are mainly recorded in (2) logic and thinking /39.29%/ and (3) oral speech perception /42.86%/ subfields.

Comparing the retesting results of children enrolled and not enrolled in preschools, it is obvious that enrolled children have higher results than the control group children. Changes have mainly been observed in (2) Logic and thinking /41.07%/ and (3) oral speech perception/42.86%/ subfields.

5.1.2. Generalized analysis

Generally, the program was quite successfully implemented in three preschools of Shirak region. Efficiency increase of total micro project was observed in all three preschools.

Analysis of class observations in Shirak region presents that all the criteria are above 79.17%, except for the Time criterion /55.00%/. The highest performance has Questions criterion /97.92%/.

Shirak

97.92 91.67 100.00 87.50 89.29 90.28 84.12 90.00 82.14 79.17 80.00 70.00 55.00 60.00 50.00 40.00 30.00 20.00 10.00 0.00

Graph 10. Generalized analysis of class observation criteria of preschools in Shirak region.

Shirak

Testing Testing of control group Retesting Retesting of control group 100.00 100.00 100.00 99.07 95.77 95.24 91.53 91.27 91.01 85.45 83.07 82.94 82.54 81.61 80.22 79.37 75.40 72.22 70.90 68.25 67.72 66.80 65.34 64.29 64.02 61.77 54.23 51.79 49.60 46.69 46.56 45.44 43.39 42.79 41.93 37.57 37.04 33.07 23.48 23.28 22.62 21.69 19.05 11.38 8.93 6.61 2.38 1.85 1.85 0.60 0.00 0.00 1. Printed 1. text 10. Time reading 6. Math knowledge 8. Letter recognition 2. Spatial perception 12. Basic writing skills 3. Number recognition 4. Forming stereotypes 5. Basic math knowledge 9. Recognition of left-right 13. Sensual-motional skills 7. Response to multistep instruction 11.Recognition of similarities-differences

Graph 11. Comparison of children results by subfields in Shirak region

Analysis of testing and retesting results of preschool children (Graph 11) shows that there is a substantial increase in the following indicators: (3) number recognition/46.56%85.45%/, (6) math knowledge/42.79%81.61%/, (10) time reading/37.57%70.90%/ of general math knowledge subfield, (4) forming stereotypes/49.60%82.94%/ of logic and thinking subfield.

Testing results of children not attending preschool mainly exceed the results of retesting. (13) Sensual-motional skills indicator /15.01%/ of writing and drawing skills subfield considerably decreased at the end of academic year. There was no change in (2) spatial perception indicator of general math knowledge subfield.

According to the Graph 11, testing results of children attending preschool in Shirak region exceed the results of children not attending preschool, except for (6) math knowledge indicator /2.6%/ of general math knowledge subfield. Testing results of children attending preschool considerably exceed testing results of children not attending preschool by the following indicators: (4) forming stereotypes/26.98%/ of logic and thinking subfield, (7) response to multistep instructions/22.75%/ of oral speech perception subfield.

Comparison of retesting results of children attending and not attending preschool shows that children attending preschool have higher results than children not attending preschool. Changes are mainly recorded in the following indicators: (10) time reading/37.83%/ of general math knowledge subfield, (4) forming stereotypes/59.66%/ of logic and thinking subfield, (8) letter recognition/34.66%/ of early reading subfield.

Shirak

Testing Testing of control group Retesting Retesting of control group 100.00 91.01 83.00 76.09 75.90 75.40 68.25 61.74 59.79 56.81 56.72 54.00 53.96 49.73 47.62 47.56 44.31 42.51 41.04 40.41 34.59 34.19 32.28 23.35

1. General math 2. Logic and 3. Oral speech 4. Early reading 5. Writing and TOTAL knowledge thinking perception drawing skills AVERAGE

Graph 12.Analysis of testing results by subfields in Shirak region

Based on Graph 12, the preschool program have had an efficient progress in Shirak region, as there is a positive dynamics in the development level of children enrolled in the program.

5.2. Gegharkunik region

Three preschools were chosen in the region, two of which were established on the basis of school, while the last - on the basis of kindergarten. Communities chosen in this region are: Martuni, Chambarak, and Dzoragyugh.

5.2.1. Martuni

Martuni urban community, compared with the other communities selected by sample, is the community with an average distance from the regional center and with large number of population. The preschool is established based on a kindergarten and has two groups of children. According to the budget foreseen by the micro-project for one group, the community preschool is classified as one having “average” financial resources.

During our visits the preschool was working according to the following model:

• 5 days in a week, • part-time working regime - 09:00-13:00, • there were two tutors working in the preschool, • both of the tutors were trained, • children were bringing food from their home, • there was a sleeping opportunity; however, children were not yet sleeping at the preschool.

The description of general conditions of the preschool is as follows:

• The preschool had two classrooms, sleeping rooms and water-closets. • Classrooms and water-closets matched the defined requirements of renovation, security, compliance with children size, accessibility and cleanness. The sleeping rooms were not in use, as they were partially renovated (See Pictures 19 and 20). • The preschool was provided with permanent cold and hot water. • The preschool was provided with a central heating system.

Picture 19. Beginning of the year: Martuni, Picture 20. Beginning of the year, Martuni, water-closet, towel hangers sleeping room Conditions of the classrooms and working centers were mainly satisfying the defined norms, while from the point of diversity of materials they were not rich (See Picture 21 and 22). The classrooms had wardrobes, carpets, tables and chairs, boxes for toys, blackboards, TVs, DVD players, sofas, jalousies and so on. The classrooms were light and beautiful.

Picture 21. Beginning of the year: Martuni, Picture 22. Beginning of the year: Martuni, classroom, centers of sport, art and classroom construction The most equipped centers were mathematics, literacy and art, while natural science center was less equipped. There was no outdoor playground in the preschool.

Generally the classes were being held in accordance with the chosen criteria. The tutors were using individual approach towards children. The tutors were not using observation and evaluation sheets of children development dynamics, though they were using symbols for motivating children.

According to the head teacher there were no weaknesses. The only problem was that parents preferred a full time regime as in a kindergarten, including food. Referring to strengths, they were many. For example, the preschool was provided with furniture and modern literacy.

According to the head teacher, the social-economic status of the community was average, while its impact on the development level of children, both direct and indirect, was essential. Due to their social status, socially vulnerable parents of the community were not able to surround their children with the things having positive impact on child’s development.

According to the head teacher, parents were expecting trained tutors to prepare children for a school in order to have less obstacles when attending school.

In the result of focus group discussion with parents, it was clear, that the main goal of preschool attendance was education and preparedness for a school, as well as communication with other children.

The parents were satisfied with building conditions, teaching methods and tutors’ attitudes. According to the parents, among the significant benefits of the preschool were carefulness and attention towards children, as well as education provided to children. From the perspective of all parents the only weakness of the preschool, if it could be called as weakness, was the road to the preschool, which was in a very bad condition. Parents were even ready to have some monetary contribution for solving that problem.

Both father and mother were responsible for child's upbringing in a family; however, the responsibility to look after children was on mothers. From parents’ point of view, the primary factor affecting child's development level was a family, followed by a preschool.

The parents were mainly taking into account wills of children and in case of possibility were trying to accomplish them. Punishable activities for the majority of parents were lying, stubbornness and abuse of computer games. Parents were mainly punishing their children by depriving them of their favorite activity.

According to the in-depth interview conducted with the parent of child with special needs and from socially vulnerable family, the child had problems with listening and was wearing a special device. The parent was highlighting the role of a preschool, as the child had a need of communication, while they were not able to afford logopedist service due to their social

situation. The parent mentioned that both the head teacher and tutors had good attitude towards her child, and that she felt that warmth. The parent wanted to have a logopedist in the preschool, in order to improve their child’s speech. As there were no logopedist in the preschool, the head teacher and tutors were trying to work individually with the child. The parent also mentioned that she did not make any monetary contribution to the preschool as there was no need but even if there was she would not be able to pay.

Parent working in the preschool was working as a tutor and was trained before starting the job. She mentioned the absence of an outdoor playground and food as the main weaknesses of the preschool; moreover, she was ready to pay for the latter.

Based on the in-depth interview with the tutor, it was clear that the latter was individually working with weak and strong children when the remaining children were implementing other tasks.

Based on the in-depth interview with parents of children not enrolled in the preschool, the responsibility of children upbringing was mainly on parents, as well as on the other members of the family (grandmother and grandfather). The parents of children not enrolled in the preschool were highlighting the role of physical environment and family as factors affecting children’s development level. The majority of these parents were not aware of preschool availability, and those who were informed did not try to get detailed information on its operation as there was no preschool in the community. It is worth to mention that in case of preschool availability some parents were ready to take their children to preschool, as a result of which it is obvious that the majority of parents of children not enrolled in the preschool had problems with distance.

Visit at the end of the year coincided with the last days of the educational process, when the tutors were finishing the program.

The visit at the end of the year can be introduced in different levels:

• Changes in physical environment: There were no changes in the quantity of materials in the classroom in terms of their diversity compared with the beginning of the year. Handmade items and posters were added.

Picture 23. Beginning of year: Martuni, classroom, Picture 24. End of year: Martuni, handmade posters classroom, technical center

• Changes in the opinion of head teacher: At the end of the year the head teacher expressed her satisfaction with the program. She did not have any concerns regarding the continuity of the program. She regarded the improvement of outdoor playground as a problem, because it was in a bad state. The head teacher also mentioned that she referred to the community, regional administration and NGOs for the purpose of getting monetary means.

• Changes in the skills and opinions of tutors: Tutors mentioned that there were additions of new materials in the preschool during the year and considered the absence of outdoor playground as a weakness. Both at the beginning and end of the year tutors considered children’s education as a key function of their work and mentioned that children were ready for school.

• Description of perceptions, expectations and satisfaction of parents of children attending preschool institutions with preschool conditions: At the end of the year parents mentioned that their children were educated, consequently parents’ expectations were justified. They also mentioned that there was a considerable difference in knowledge among their children and their peers; their children were completely ready for school. Parents were even ready to pay for prolongation of daily regime, food provision and additional classes (foreign languages). They also expressed their will of improving the outdoor playground. According to the parent of socially vulnerable child with special needs, the child became smarter, more

docile and partially literate (knows letters, numbers, etc.). She also mentioned about her will regarding food provision and prolongation of daily regime.

• Description of attitude of parents of children not enrolled in the preschool: The majority of interviewed parents were engaged in agriculture and enrolled in the list of families getting social benefits. Compared to the beginning of the year, at the end of the year almost all the interviewed parents were informed about the preschool and expressed their will to take their children to the preschool, as first of all it was free of charge and it provided high level of education.

According to the Graph 13, the project is being implemented in the preschool of Martuni quite successfully. The highest level of performance has Objective criterion /100.00%/, followed by Tutors’ skills /95.83%/criterion, which initially define the right direction of the class, choice of target methods and their application. In the overall picture Time and Children’s’ participation criteria /65.00% and 75.00%/ have comparatively low performance. The remaining criteria are in the range of 81.25%-87.50%.

Martuni 100.00 95.83 100 87.50 85.71 84.38 84.33 90 81.25 75.00 80 65.00 70 60 50 40 30 20 10 0

Graph 13. Analysis of class observation results in the preschool of Martuni

Martuni

Testing Testing of control group Retesting Retesting of control group 100.00 100.00 100.00 93.75 90.63 90.63 87.50 87.50 87.50 87.50 87.50 85.94 81.25 78.13 75.00 75.00 75.00 71.88 68.75 67.19 64.06 56.25 50.00 50.00 46.88 43.75 43.75 43.75 43.75 43.75 43.75 40.63 40.63 35.94 31.25 31.25 31.25 28.13 25.00 25.00 18.75 18.75 12.50 10.94 9.38 6.25 6.25 6.25 0.00 0.00 0.00 0.00 1. Printed 1. text 10. Time reading 6. Math knowledge 8. Letter recognition 2. Spatial perception differences 12. Basic writing skills 3. Number recognition 4. Forming stereotypes 5. Basic math knowledge 9. Recognition of left-right 13. Sensual-motional skills 11.Recognition of similarities- 7. Response to multistep instruction

Graph 14. Analysis of children’s testing results of Martuni

Due to the children’s testing and retesting results of Martuni preschool (Graph 14), the highest increase is observed in (3) number recognition /25.00%68.75%/, (6) math knowledge /31.25%67.19%/ and (10) time reading /18.75%87.50%/ indicators of general math knowledge subfield, (4) forming stereotypes indicator of logic and thinking subfield.

According to the analysis of testing and retesting results of children not attending preschool, considerable decrease is observed in the following indicators: (13) sensual-motional skills /87.50%64.06%/ of writing and drawing skills subfield, (7) response to multistep instructions /75.00%43.75%/ of oral speech perception subfield. Only (3) number recognition indicator of general math knowledge subfield remains unchanged. Generally the retesting results of control group have slightly increased compared to the testing results.

Based on the Graph 14, the testing results of children attending preschool significantly exceed the testing results of children not attending preschool by the following indicators: (5) basic math knowledge /15.63%/ of general math knowledge subfield, (4) forming stereotypes /15.63%/ of logic and thinking subfield, (1) printed text of early reading subfield. (6) Math knowledge indicator of general math knowledge subfield and (8) letter recognition indicator of early reading subfield are equal. The testing results of control group essentially exceed target group results by the following indicators: (3) number recognition /18.75%/ and (10) time reading /31.25%/ of general math knowledge subfield.

Comparing the retesting results of children attending and not attending preschool, it is obvious that the results of children attending preschool exceed the results of children not attending preschool at the end of the year. The following indicators are the most essential ones: (6) math knowledge /32.25%/ and (10) time reading /43.75%/ of general math knowledge subfield, (4) forming stereotypes /62.50%/ and (11) recognition of similarities-differences /31.25%/ of logic and thinking subfield, (7) response to multistep instructions /43.75%/ of oral speech perception subfield.

Martuni Testing Testing of control group Retesting Retesting of control group 87.50 82.81 81.25 75.00 72.66 69.53 56.25 51.04 49.22 49.22 48.44 48.44 48.18 46.30 46.09 43.75 42.19 37.92 36.72 35.94 35.94 28.13 25.00 20.31

1. General 2. Logic and 3. Oral speech 4. Early 5. Writing and TOTAL math thinking perception reading drawing skills AVERAGE knowledge

Graph 15: Comparison of children’s results by subfields of Martuni preschool

According to the Graph 15, the testing and retesting results of children in Martuni preschool have considerably increased by the following subfields: (1) general math knowledge /42.19%72.66%/ and (2) logic and thinking /48.44%82.81%/.

Due to the testing and retesting results of children not attending preschool in Martuni community, there is an increase recorded only in (4) early reading /20.31%25.00%/ subfield, while a decrease is recorded in (3) oral speech perception subfield /75.00%43.75%/. Moreover only (2) logic and thinking subfield remained unchanged.

Based on the Graph 15, the testing results of children attending preschool exceed the results of children not attending preschool by all subfields except (1) general math knowledge /8.85%/ and (5) writing and drawing skills /3.13%/ subfields. The results of target group exceed considerably the results of control group by (2) logic and thinking subfield /12.50%/.

Comparing the retesting results of children attending and not attending preschool, it can be revealed that children attending preschool have higher performance level than not attending ones. The following subfields are the most changed ones: (2) logic and thinking, (3) oral speech perception.

5.2.2. Chambarak

Chambarak urban community, compared with other communities selected by sample, is the further community from the regional center and has average number of population. The preschool is established based on a school and has one group of children. According to the budget foreseen by the micro-project for one group, the community preschool is classified as one having “sufficient” financial resources

During our visits the preschool was working under the following model:

• 5 days in a week, • part-time working regime 09:00-15:00, • there was one tutor working in the preschool, • the tutor was trained, • the preschool was provided with one time hot meal, • the preschool did not have sleeping opportunity. The description of general conditions of the preschool is as follows:

• The preschool was provided with a classroom and water-closet. • Classroom and water-closet matched the defined requirements of renovation, security, compliance with children size, accessibility and cleanness (during the visit there was no soap in the preschool) (See Pictures 25 and 26). • The preschool was provided with permanent cold water. • The preschool was provided with a central heating system.

Picture 25. Beginning of year: Chambarak, Picture 26. Beginning of year, Chambarak, water-closet wardrobes

The conditions of classroom and working centers were partially satisfying the defined norms, while from the perspective of the availability of materials they were not rich (See Picture 27 and 28). The classroom had wardrobes, carpets, tables and chairs, boxes for toys, blackboard, TV, DVD player, sofas, vacuum cleaner and so on. The classroom was light.

Picture 27.Beginning of year: Chambarak, classroom Picture 28. Beginning of year: Chambarak, classroom, working centers of art and construction The centers of mathematics, literacy, art, construction and technical were well equipped in the preschool, while natural science and sport centers were partially equipped. There was no outdoor playground, cooking and role playing centers in the preschool. Because of outdoor playground absence children were playing at school’s yard.

The classes were being held using didactic materials, playing methods and tasks that stimulate thinking.

The tutor was not using observation and evaluation sheets of children development dynamics.

According to the head teacher, the number of socially vulnerable families was quite big, as the city was located near the border. They were not able to take their children to a kindergarten or preschool with membership fee. With the establishment of the preschool, children had equal level of development while going to school. Previously, the first grade pupils were having different levels of development. Hence, they applied to the project for eliminating the problem. Parents were taking their children to preschool because of the absence of payment;

they knew that children will get education; the environment is clean and classrooms were equipped with materials. The preschool was unprecedented in the region due to its artistic and educational level. Parents of children attending the preschool were simultaneously the parents of children attending school, therefore they were strongly integrated.

The tutor was trained, but she had never worked previously. The tutor was aware of teaching program curriculum.

The tutor mentioned about her will of salary increase, having tutor assistant, as it was difficult for her to take care after children alone.

The tutor was applying both principles of class, but she was mainly highlighting child- centered principle. For thematic classes she was using the programs and books of the senior group of a kindergarten. She was mainly concentrating on cognitive and oral fields. The tutor also mentioned about the necessity of precise program provision, though it should have been changed in accordance with children peculiarities.

Due to the tutor, the majority of parents were bringing their children to preschool because they were not able to pay kindergarten membership fee, while the remaining part in order to be prepared for school. Parents did not participate in children’s education process that was why the tutor asked parents to be present during teaching process.

As a result of focus group discussion with parents, it was revealed, that the families mainly were composed of 4-6 members, as well as there were families receiving social benefits. The half of families was engaged in agriculture, in case of which children were sometimes participating in that process. Children were voluntarily participating in house works; they were bringing spring water, feeding hens and doing small household works.

The responsibility of child's upbringing in a family was mainly on mothers. From the point of view of parents, the leading factor affecting child's development level was a family, surroundings and teaching environment. In case of issues referring to upbringing, children had to agree with parents, while in case of everyday issues like eating, clothing, parents agreed with children. Punishable activities for parents were lying and taking things forbidden for children. Parents were mainly punishing their children by depriving of games.

According to the majority of parents, children should have been independent and the preschool was contributing to it. The parents were mainly taking into account wills of children while developing plan of a day. The parents’ expectations were mainly justified; however, parents mentioned that from the point of view of language classes and number of themes there were better preschools.

According to the in-depth interview conducted with the parents of children not attending preschool, children in those families mainly did not participate in household works. The responsibility of children's upbringing was equally on mothers and fathers. Due to the parents of children not attending to preschool, the main factors affecting children's development level were surroundings and social-economic conditions. Those parents were mainly aware of the availability of preschool; however, because of lack of financial resources and absence of transport they did not try to get information about the preschool.

The visit at the end of the year can be introduced in different levels:

• Changes in physical environment: There were no changes regarding the quantity of materials from the point of view of equipped materials compared with the beginning of the year. Handmade items were added.

Picture 29. End of year: Chambarak, classroom, handmade posters, technical center • Changes of tutors’ skills and opinions: According to the tutor, the most essential impact on child's development level had a family. Compared to the beginning of the year social and emotional spheres of children's development were improved. Children had math knowledge, knew their age, date of birth, and described their family members and so on. Due to the tutor there was no difference regarding

development level depending on gender. One of the main achievements of the tutor was that children were coming to preschool easily. She became more experienced. The only problem is that there was no tutor assistant and everything was done by the tutor, which is disturbing to her work.

• Description of preschool attending children’s parents perceptions, expectations, level of satisfaction from preschool: According to parents, children became literate, knew numbers and they even sang. Generally, some part of parents mentioned that at the same age their elder children knew less, while the other part did not notice any difference and mentioned that the family also had a key role depending on how much time they spend on children's education at home. From the point of view of parents whose children did not attend kindergarten previously, the preschool gave them additional time.

• Description of attitude of parents of children not enrolled in the preschool: There were 5-6 aged children not attending preschool in the village, the main two reasons for which their parents did not bring them to preschool were as follows:

1. Lack of information: Generally, they were aware of a preschool availability in the city, though they were not informed whether it was free of charge or not.

2. Absence of transport: The preschool was located far from their house that was why they did not bring their children to preschool.

The Graph 16 presents the results of class observations done in the preschool of Chambarak. The highest performance level have Developing environment, Teaching activities and Questions criteria /100.00%/, but lower performance level have Time and Objective criteria /45.00% .և It 50.00%/ means that the objective of each class and the importance of each class in the overall picture are not defined precisely, as well as there is no precise time accounted for each method/game/trick in the program plan. However, the overall picture is higher than average.

Chambarak 100.00 100.00 100.00 96.43 100 89.29 90 83.33 83.01 80 70 60 50.00 45.00 50 40 30 20 10 0

Graph 16. Aalysis of class observations in Chambarak preschool

Chambarak

Testing Testing of control group Retesting Retesting of control group 100.00 100.00 100.00 100.00 100.00 100.00 100.00 95.00 90.00 90.00 90.00 90.00 90.00 90.00 90.00 87.50 85.00 85.00 80.00 80.00 80.00 80.00 75.00 70.00 60.00 60.00 60.00 60.00 55.00 55.00 55.00 50.00 50.00 50.00 47.50 45.00 45.00 40.00 40.00 37.50 30.00 30.00 30.00 30.00 10.00 10.00 7.50 2.50 0.00 0.00 0.00 0.00 1. Printed 1. text 10. Time reading 6. Math knowledge 8. Letter recognition 2. Spatial perception 12. Basic writing skills 3. Number recognition 4. Forming stereotypes 5. Basic math knowledge 9. Recognition of left-right 13. Sensual-motional skills 7. Response to multistep instruction 11.Recognition of similarities-differences

Graph 17. Analysis of testing results of Chambarak preschool

According to the analysis of testing and retesting results of Chambarak preschool(Graph 17), there is a significant increase in (3) number recognition /40.00%90.00%/, (6) math knowledge /37.50%60.00%/, (10) time reading /30.00%60.00%/ indicators of general math knowledge subfield, (8) letter recognition /0.00%50.00%/ indicator of early reading subfield. The following indicators remained unchanged: (9) recognition of left-right of general math knowledge subfield, (11) recognition of similarities-differences of logic and thinking subfields, (7) response to multistep instructions of oral speech perception subfield, (1) printed text of early reading subfield.

According to the analysis of testing and retesting results of control group, there are no changes in (11) recognition of similarities-differences indicator of logic and thinking subfield, (8) letter recognition indicator of early reading subfield. In case of remaining indicators retesting results are lower than testing results; the major difference is observed in (7) response to multistep instructions /60.00%/ indicator of oral speech perception subfield. 14

Due to the Graph 17, the testing results of children attending preschool in Chambarak mainly exceed the results of control group by all the indicators, except (3) number recognition /40.00%/, (5) basic math knowledge /10.00%/, (6) math knowledge /10.00%/, (10) time reading /20.00%/ indicators of general math knowledge subfield. Especially, the difference is significant for the following indicators (2) spatial perception /40.00%/, (9) recognition of left-right /40.00%/ of general math knowledge subfield, (11) recognition of similarities-differences /35.00%/ of logic and thinking subfield, (1) printed text /30.00%/ of early reading subfield.

Based on the comparison of testing and retesting results of children attending and not attending preschool, children attending preschool have higher results than not attending ones. The following are the most changed indicators: (2) spatial perception /70.00%/ of general math knowledge subfield, (8) letter recognition /50.00%/, (1) printed text /45.00%/ of early reading subfield, (7) response to multistep instructions /70.00%/ of oral speech perception subfield.

14 This can be associated with the start of parents' field work. During that period parents work less with children. 73

Chambarak Testing Testing of control group Retesting Retesting of control group 100.00 100.00 90.00 87.50 82.50 81.67 78.83 70.00 68.00 61.25 61.25 56.25 55.00 55.00 51.25 50.00 49.17 45.00 45.00 40.00 38.33 30.00 30.00 22.50

1. General 2. Logic and 3. Oral speech 4. Early 5. Writing and TOTAL math thinking perception reading drawing skills AVERAGE knowledge

Graph 18: Comparison of children results in Chambarak by subfields

According to the testing and retesting results of children in Chambarak community (Graph 18), there is a significant increase in (1) general math knowledge /61.25%81.67%/ and (4) early reading /45.00%70.00%/ subfields. (3) Oral speech perception subfield remains unchanged.

Due to the Graph 18, the major part of testing and retesting results of control group decreases. There is a significant decrease in (3) oral speech perception subfield /90.00%30.00%/.

According to the Graph 18, the testing results of children attending preschool exceed the retesting results of children not attending preschool by all the subfields, except (1) general math knowledge subfield, in case of which the results are equal. Specifically, the difference is huge in case of (2) logic and thinking subfield /27.50%/.

Based on the comparison of retesting results of children attending and not attending preschool, preschool attending children have higher results than control group. The following subfields are the most changed ones: (3) oral speech perception /70.00%/, (4) early reading /47.50%/.

5.2.3. Dzoragyugh

Dzoragyugh urban community, compared with the other communities selected by sample, has the shortest distance from the regional center and has small number of population. The preschool is established based on a school and has two groups of children. Based on the budget size of micro project planned for one group, this preschool is classified as “small size” means having preschool in the region.

During our visits the preschool was working under the following model:

• 5 days in a week, • part-time working regime - 10:00-14:00, • there were two tutors working in the preschool, • both of the tutors were trained, • children were provided with food through school bufet, sometimes they were bringing food from their home, • the preschool was not provided with sleeping opportunities.

The description of general conditions of the preschool is as follows:

• The preschool was provided with classrooms and water-closets. • Classrooms and water-closets matched the defined requirements of renovation, security, compliance with children size, accessibility and cleanness. The sleeping rooms were not in use, as they were partially renovated (there was no soap in the water-closet) (See Pictures 30 and 31). • The preschool was provided with permanent cold water. • The preschool was provided with a central heating system.

Picture 30. Beginning of year: Dzoragyugh, Picture 31. Beginning of year: Dzoragyugh, water-closet warderobes The conditions of classrooms and working centers were mainly satisfying the defined norms (See picture 32 and 33). The classrooms had wardrobes, carpets, tables and chairs, boxes for toys, blackboards, TVs, DVD players and so on. The classrooms were quite light.

Picture 32. Beginning of year: Dzoragyugh, classroom Picture 33. Beginning of year: Dzoragyugh, classroom, art center The most equipped centers were mathematics, art, natural science, sport and technical. There was no cooking and role playing centers. Construction center was partially developed. At the beginning only domino, lego, chess, number cubes, TV and DVD player were bought fom the financial resources of the preschool. The preschool did not have an outdoor playground.

The tutors were not using observation and evaluation sheets of children development dynamics, though they were using symbols for motivating children.

Generally the classes were not being held in accordance with the chosen criteria. The time factor was not being taken into consideration during the classes. The tutor did not provide

children with individual or group works, thus there were no conditions for communication with each other, the methods were not combined successfully.

Due to the head teacher, the strength of the project was the very quick and operative repairement of the preschool, as well as furniture acquirement. The weakness was the absence of after-funding for the solution of food, entertainment problems. The majority of poblems were solved. According to the head teacher the threat for the project continution was the ceasement of funding. There were issues regarding food, thus even if the state budget did not provide, the problem will be solved with the help of parents.

Two tutors were working in the preschool. One of them were previously working in a school as a teacher, but because of optimization progam she was layed off, while the other had never worked. Both of the tutors were trained. The tutors were aware of primary curiculum of the teacing program. The classes were beiing held using integrated and child centered principles. They were using games and exercises during classes. The tutors were mainly concentraiting on cognitive, oral and social fields. Due to the tutors the main factors affecting children's development level were teaching methods and parents. Both of the tutors mentioned about thei will of having precise teaching program.

As a result of focus group discussion with parents, it was revealed, that the families were mainly consisted of 5-10 members, there were also families receiving social benefits. The main goal of preschool attendance was to get education.

The responsibility of child's upbringing in a family was mainly on mothers. From the point of view of parents, the leading factor affecting child's development level was education, parents, physical environment, and social-economic conditions. The children were not engaged in household works. Parents were mainly taking into account their children's will if that was possible, though the main regime of a day was planned by mothers. Parents were not panishing their children; however, in case of necessity it was in the form of standing in the corner.

The opinions were divided regarding the independnce issue. Some of parents thought that a child should be independent only in case of primary needs satisfaction, while the other part was against that opinion mentioning that they were small yet. Parents expressed their will regarding food provision and time additio, they even ready to pay for food.

Visit at the end of the year coincided with the last days of the educational process, when the tutor was finishing a program.

The visit at the end of the year can be introduced in different levels:

• Changes in physical environment: At the end of the year role playing materials were observed, which were brought by one of the tgutors from her house. Mathematics, literacy and natural scince centers were added with materials. Handmade items and posters were added too.

Picture 34. End of year: Dzoragyugh, Picture 35. End ofyear: Dzoragyugh, classroom classroom, handmade materials • Changes in head teacher’s opinion: If previously children should have been integrated with school during the half of the first year, then in case of the preschool they already integrated with school both by knowledge and mastering rules. Due to the head teacher social environment had an impact on children's development level; however, preschool eliminated that problem by creating equal conditions. The head teacher wanted to add one more group, in order to include all the children of the community.

• Changes in tutors’ skills and opinions: Tutors mentioned that children were ready to attend school both by knowledge and behavior. According to the tutors, there was lack of materials in the preschool, such as globe, binoculars, compass, plaster, quality pencils, puzzles, illustrated cards.

learn to draw, act according to rules defined in the preschool. There are only positive comments regarding the preschool. Parents expressed their will regarding the following: organization of guided tours, addition of time, availability of tutor assistant, addition of classes especially music, dance, russian language classes, provision of food (that preschool also will be involved in food program with elementary classes).

The results of class observations in Dzoragyugh preschool are mainly average and below average (Graph 19). The highest performance has only Objective criterion /100.00%/, while the exact definition of objective is not enough for creation of effective teaching environment. The lowest performance in the overall picture have Time and Methods criteria /25.00% և 28.57%/, which are quite important factors for development of child's different fields. The remaining criteria are on 56.25%-71.88% interval.

Dzoragyugh 100.00 100.00 90.00 80.00 71.88 67.86 70.83 70.00 59.58 56.25 56.25 60.00 50.00

40.00 28.57 25.00 30.00 20.00 10.00 0.00

Graph 19. Analysis of class observation results in Dzoragyugh preschool

Dzoragyugh

Testing Testing of control group Retesting Retesting of control group 100.00 100.00 96.88 96.88 93.75 81.25 81.25 81.25 81.25 81.25 78.13 75.00 75.00 75.00 71.88 68.75 68.75 68.75 67.19 65.63 65.63 62.50 56.25 53.13 50.00 43.75 40.63 40.63 40.63 37.50 37.50 37.50 31.25 31.25 31.25 28.13 25.00 25.00 25.00 21.88 21.88 18.75 18.75 18.75 18.75 6.25 4.69 1.56 0.00 0.00 0.00 0.00 1. Printed 1. text 10. Time reading 6. Math knowledge 8. Letter recognition 2. Spatial perception differences 12. Basic writing skills 3. Number recognition 4. Forming stereotypes 5. Basic math knowledge 9. Recognition of left-right 13. Sensual-motional skills 11.Recognition of similarities- 7. Response to multistep instruction

Graph 20. Analysis of children testing results in Dzoragyugh preschool

According to the children testing and retesting results of Dzoragyugh preschool (Graph 20), there is a considerable increase in (5) basic math knowledge indicator /65.63%100.00%/, (10) time reading indicator /43.75%81.25%/ of basic math knowledge subfield, (4) forming stereotypes indicator /31.25%68.75%/ of logic and thinking subfield, (1) printed text indicator /40.63%78.13%/, (8) letter recofnition indicator /18.75%50.00%/ of early reading subfield. Only (13) sensual-motional indicator of writing and drawing skills subfield remain unchanged.

The retesting results of children not attending preschool exceed the testing results by (1) printed text indicator /28.13%62.50%/ of early reading subfield. (2) spatial perception indicator of general math knowledge subfield and (8) letter recognition indcator of early reading subfield remain unchainged. The testing result mainy exceed the retesting result by (13) sensual- motional /67.19%40.63%/ indicator of writing and drawing skills subfield.

Due to the Graph 20, testing results of preschool attending children exceed the testing results of control group except (5) basic math knowledge indicator /6.25%/ of general math knowledge subfield. The results of target group exceed results of control group mainly by the following indicators: (3) number recognition /43.75%/ of general math knowledge subfield, (11) recognition of similiarities-differences /28.13%/ of logic nd thinking subfield, (13) sensual- motional skills /29.69%/ of writing and drawing skills subfield.

According to the comparison of testing and reesting results of control and target group, the latter has higher performance than the control group. The following indicators are the most changed ones: (4) forming stereotypes /46.88%/ of logic and thinking subfield, (8) letter recognition /50.00%/ of early reading subfield, (13) sensual-motional skills /56.25%/ of writing and drawing skills subfield.

Dzoragyugh Testing Testing of control group Retesting Retesting of control group 93.75 81.25 74.48 73.65 71.88 68.75 64.06 64.06 57.81 56.25 52.29 50.52 43.75 42.19 36.72 36.46 35.94 35.42 31.25 31.25 29.69 21.88 21.09 14.06

1. General 2. Logic and 3. Oral speech 4. Early 5. Writing and TOTAL math thinking perception reading drawing skills AVERAGE knowledge

Graph 21: Comparison of childrenresults of Dzoragyugh preschool by subfields

According to the testing and retesting results of Dzoragyugh preschool (Graph 21), there is an essential increase in (2) logic and thinking /42.19%71.88%/ and (4) early reading /29.69%64.06%/ subfields.

Due to the testing and retesting results of control group (Graph 21), there is a significant increase in (4) early reading subfield. The testing results exceed etesting results by (3) olral speech perception /12.50%/ and (5) writing and drawing skills /14.84%/ subfields.

Based on the Graph 21, the testing results of children attending the preschool excedd results of children not attending preschool. (2) logic and thinking /20.31%/ and (5) sensual- motional /21.88%/ subfilds are the most exceeded ones.

Based on the comparison of retesting results of children attending and not attending preschool, target group exceed the results of control group. The following subfield is the most changed (2) logic and thinking /40.63%/ and snsual-mtional skills /42.97%/ subfield.

5.2.4. Generalized analysis

Lower than average results of class observation are recorded in Dzoragyugh out of three preschools of Gegharkunik region. Generally, the program is implemented successfully enough

in Chambarak and Martuni. According to the regional results of class observations, Objective, Teaching activities, Questions and Tutor’s skills criteria are highly performed /81.25%-83.33%/. The lowest performance level has Time criterion /38.33%/, the other criteria are on 70.24%- 79.17% interval.

Gegharkunik

83.33 85.42 83.33 90 81.25 79.17 77.38 74.81 80 70.24 70 60 50 38.33 40 30 20 10 0

Graph 22. Generalized analysis of class observation criteria in preschool of Gegharkunik region

Gegharkunik

Testing Testing of control group Retesting Retesting of control group 100.00 100.00 96.88 93.75 92.60 89.58 87.50 82.29 82.08 81.46 81.46 80.83 80.73 80.00 80.00 80.00 78.33 77.92 76.25 64.38 64.27 62.29 61.56 51.04 50.42 49.58 46.46 44.58 43.75 43.33 42.92 41.67 41.67 40.42 40.21 37.08 35.42 35.00 33.54 32.40 31.67 30.83 25.42 20.00 12.08 10.83 6.25 6.04 3.65 3.33 2.08 0.00 1. Printed 1. text 10. Time reading 6. Math knowledge 8. Letter recognition 2. Spatial perception 12. Basic writing skills 3. Number recognition 4. Forming stereotypes 5. Basic math knowledge 9. Recognition of left-right 13. Sensual-motional skills 7. Response to multistep instruction 11.Recognition of similarities-differences

Graph 23: Comparison of children results by subfields in Gegharkunik region

According to the testing and retesting results of children in Gegharkunik region (Graph 23), there is a significant increase in the (3) number recognition /44.58%80.00%/, (10) time reading /30.83%76.25%/ of general math knowledge subfield, (4) forming stereotypes /51.04%81.46%/ of logic and thinking subfield, (8) letter recognition /6.25%41.67%/ of early reading subfield.

The testing results of children not attending preschool mainly exceed the retesting results. At the end of the academic year the following indicators significantly decrease: (7) response to multistep instruction /34.58%/of oral speech perception subfield, (13) sensual-motional skills /19.17%/ of writing and drawing skills subfields.

Due to the Graph 23, the testing results of children attending preschool in Gegharkunik region exceed testing results of children not attending preschool, except (3) number recognition /5.00%/, (5) basic math knowledge /0.21%/, (10) time reading 10.83%/ of general math knowledge subfield. The testing results of children attending preschool highly exceed the testing results of children not attending preschool by the following indicators: (11) recognition of similarities-differences /24.17%/ of logic and thinking subfield, (1) printed text /19.38%/ of early reading subfield.

Based on the comparison of retesting results of children attending and not attending preschool, children attending preschool have higher results than children not attending preschool. There is a significant difference in the following indicators: (3) number recognition /36.25%/ and (10) time reading /35.83%/ of general math knowledge subfield, (4) forming stereotypes /49.79%/ of logic and thinking subfield, (7) response to multistep instructions /50.42%/ of oral speech perception subfield.

Gegharkunik

Testing Testing of control group Retesting Retesting of control group 93.75 87.50 80.73 77.92 76.27 74.00 60.83 58.44 57.71 56.50 51.72 51.32 49.58 47.03 45.99 43.39 43.33 39.06 37.66 37.60 34.27 32.60 26.25 21.46

1. General 2. Logic and 3. Oral speech 4. Early reading 5. Writing and TOTAL math thinking perception drawing skills AVERAGE knowledge

Graph 24. Analysis of testing results by subfields in Gegharkunik

According to the Graph 24, there is a positive dynamics in the development level of children enrolled in the preschool, which states about efficient implementation of the program.

5.3. Kotayk region Three communities are selected in the region, out of which one is established based on a school, the other one based on a kindergarten and the third one based on an educational complex. The communities selected in this region are Abovyan, Kasakh and Aragyugh.

5.3.1. Abovyan (“Abovyan educational complex” NPO)

Abovyan urban community, compared with the other communities selected by sample, has the average distance from the regional center and large number of population. The preschool is established based on an educational complex and has two groups of children. According to the budget foreseen by the micro-project for one group, the community preschool is classified as one having “average” financial resources.

During our visits the preschool was working under the following model:

• 5 days in a week, • part-time working regime - 08:45-14:00, • there were two tutors working in the preschool, • both of the tutors were trained, • the preschool was provided with one time food, which children were bringing from their home, • the preschool was not provided with sleeping opportunities.

The description of general conditions of the preschool is as follows:

• The preschool was provided with a classroom and water-closet. • Classrooms and water-closets matched the defined requirements of renovation, security, compliance with children size, accessibility and cleanness. The sleeping rooms were not in use, as they were partially renovated (See Pictures 36 and 37). • The preschool was provided with permanent cold water. • The preschool was provided with a central heating system.

Picture 36. Beginning of year: Abovyan, water- Picture 37. Beginning of year, Abovyan, closet, towel hangers water-closet The conditions of classrooms and working centers were mainly satisfying the defined norms, but from the point of view of materials availability they were rich (SeePpicture 38 and 39). The classrooms had wardrobes, carpets, tables and chairs, boxes for toys, blackboards, TVs, DVD players, sofas, jalousie and so on. The classrooms were light and beautiful.

Picture 38. Beginning of year, Abovyan, Picture 39. Beginning of year, Abobyan, classroom classroom, math and role playing centers The most equipped centers were mathematics, literacy, construction and role playing. Within the framework of the latter, in case of necessity, the puppet stage of the elementary classes was used. The preschool did not have an outdoor playground.

Generally the classes were being held in accordance with the chosen criteria. The tutors were presenting individual attitude towards children. The classes were being held with the help of didactic materials, posters, game methods, thinking stimulating tasks.

The tutors were not using observation and evaluation forms of children development dynamics, though they were using motivation symbols.

Due to the head teacher, the children attending preschool were those who did not get any preschool education, as there was a problem with placement of children in community kindergartens. The preschool did not have sleeping amenities; that’s why they were not able to keep children longer at preschool. There were parents, who were working voluntarily and were not paid, they were teaching English and Russian languages. The head teacher mentioned that it was likely that the parents would be paid next year. There was a problem with kitchen, because of which the head teacher was looking for funding in order to establish kitchen section for children.

According to the head teacher the social state of the community was bad. The preschool was mainly serving the children of dormitory district, where mainly were living socially vulnerable families. The parents did not participate in education process of children, the burden was huge, they were indifferent. Thus, the preschool was trying to fill the gap.

Two tutors were working in the preschool for two groups. One of them was experienced, while the other one comparatively not. The first one was previously working as a head of class, while the second one had never worked before. The tutors were cooperating with each other. The classes were being held in accordance with integrated teaching principle, at the same time tutors were concentrating on cognitive sphere. Both of the tutors mentioned about their will of having precise teaching program.

Due to the tutors, the social-economic state was mainly affecting the development level of children, as there were children that had never been in the theatre, as well as in Yerevan, the distance was short. Children were poorer and more self-contained. One of the tutors mentioned that capabilities of children were not changed depending on gender, while the other one mentioned that boys are more capable than girls.

Both of the tutors were trained. The tutors were aware of teaching curriculum of the preschool and organizing classes based on the criteria.

As a result of focus group discussion with parents, it was revealed, that the families were mainly consisted of 4-6 members, there were also families receiving social benefits. The main goal of children attending preschool was to get education and be prepared for school. The majority of children were attending kindergarten previously, and parents mentioned that besides

the regime kindergarten gave almost nothing to children. Separately it was mentioned about indifference attitude of kindergarten tutor towards children.

Parents were satisfied with building conditions of the preschool. Everybody was satisfied with teaching methods and tutors’ attitude. Parents expressed their will regarding addition of regime by an hour and organization of food; however, the opinions about food organization were different (identical or according to child preference).

The responsibility of child's upbringing in a family was mainly on mothers. From the point of view of parents, the leading factor affecting child's development level was parents, physical environment, and social-economic conditions. In almost all cases children agreed with parents. The punishable actions for parents were lie and opposing. Parents were punishing children by depriving them of games. Parents were mainly taking into account their children's will, though the main regime of a day was planned by mothers.

The majority of parents told, that children got independence from the preschool, for example eat, cloth and so on (in case of parent of socially vulnerable child, the latter even was going for shopping). There was a parent’s council, which was organizing necessary events.

According to the in-depth interview with parents of children not attending to preschool, the responsibility of child’s upbringing was on parents, but child’s caring part responsibility was on mother. Children were independent only in issues regarding the tidiness. Due to the parents of children not attending preschool, the main factors affecting children development level were parents and surroundings. Those parents were not aware of preschool availability. Children were not attending kindergarten, as their turn was not reached. Mainly the parents were not aware of preschool availability and its conditions. From the point of view of parents of children not attending preschool, the main goal of the preschool was act of preparation for school.

Visit at the end of the year coincided with the last days of the educational process, when the tutor was finishing a program.

The visit at the end of the year can be introduced in different levels:

• Changes in physical environment: Compared with the beginning of the year there was no change in materials availability, only handmade items were added.

Picture 40. End of year, Abovyan, classroom, handmade Picture 41. End of year, Abovyan, materials classroom, handmade materials • Changes in head teacher’s opinion: The preschool was completely integrated; teachers periodically visit the preschool and get familiar with children. Due to the head teacher, it allows the child to enter school without stress.

• Changes in tutors’ skills and opinions: Due to the tutors, all the factors can affect children’s development level; however, the major ones are parents and physical environment. They highlight the cognitive field and get more experienced compared with beginning of the year. Children got new knowledge and skills, there were children who even did not know to count, differentiate colors, they were self- contained, but now they communicate with each other, get literate, independent and so on.

• Description in preschool attending children’s parents perceptions, expectations, level of satisfaction from preschool: There are only positive comments regarding the preschool. Due to parents children are ready for school; the preschool played a key role in process of education. When they compare the capabilities of children attending preschool with their elder children there is a great difference. Parents have spare time now, some of them get employed. Parents expressed their will regarding the following: addition of food, prolongation of regime, provision of transport (as the majority of them come from the far located districts). Parent of socially

vulnerable child mentioned that because of lack of financial means often the head teacher and tutors helped with the issues regarding the food.

• Description of attitude of children not attending preschool: Those parents who were not aware of preschool did not try to get information about the conditions of preschool mainly because they have financial problems or just moved to city.

According to the Graph 25, the cases are efficiently held in Abovyan. All the indicators have performance higher than 90%. Moreover, Objective, Teaching activities, Children participation and Questions have performance of 100.00%. Comparatively lower performance has Methods criterion /89.29%/.

Abovyan 100.00 100.00 100.00 100.00 100 98 95.59 96 93.75 94 91.67 92 90.00 89.29 90 88 86 84 82

Graph 25. Analysis of class observation in Abovyan preschool

Abovyan

Testing Testing of control group Retesting Retesting of control group 100.00 100.00 100.00 100.00 100.00 94.44 94.44 94.44 94.44 94.44 91.67 90.28 90.28 87.50 83.33 83.33 83.33 83.33 77.78 77.78 75.00 72.22 69.44 66.67 66.67 63.89 61.11 58.33 52.78 50.00 50.00 50.00 45.83 44.44 44.44 41.67 41.67 30.56 27.78 16.67 11.11 9.72 5.56 5.56 5.56 5.56 5.56 4.17 1.39 0.00 0.00 0.00 1. Printed 1. text 10. Time reading 6. Math knowledge 8. Letter recognition 2. Spatial perception 12. Basic writing skills 3. Number recognition 4. Forming stereotypes 5. Basic math knowledge 9. Recognition of left-right 13. Sensual-motional skills 7. Response to multistep instruction

11.Recognition of similarities-differences Graph 26. Analysis of children testing results in Abovyan

According to the testing and retesting results of children attending preschool (Graph 26), there is a significant increase in (6) math knowledge /50.0%87.50%/, (9) recognition of left- right /72.22%100.00%/ and (10) time reading /44.44%77.78%/ of general math knowledge subfield, (1) printed text /52.78%94.44%/ and (8) letter recognition /5.56%50.00%/ of early reading subfield.

Due to the testing and retesting results of children not attending to preschool, there is an essential difference in (3) number recognition indicator /5.56%44.44%/, (6) math knowledge indicator /4.17%30.56%/, (9) recognition of left-right indicator /66.67%94.44%/ of general math knowledge subfield, (4) forming stereotypes indicator /41.67%69.44%/ of logic and thinking subfield, (13) sensual-motional skills indicator /45.83%90.28%/ of writing and drawing skills subfield.

Based on the Graph 26, testing results of children attending preschool of Abovyan exceed the testing results of children not attending preschool, except (1) printed text indicator /11.11%/ of early reading subfield. Especially the difference is noticeable in case of the following indicators: (3) number recognition /88.89%/, (6) math knowledge /45.83%/ and (10) time reading /44.44%/ of general math knowledge subfield, (4) forming stereotypes /33.33%/ of logic and thinking subfield, (13) sensual-motional skills /44.44%/of writing and drawing skills subfield.

Based on the comparison of retesting results of children attending and not attending preschool, children attending preschool have higher results than children not attending preschool, except (5) basic math knowledge indicator of general math knowledge subfield which is equal for both of them. The following indicators are the most changed ones: (2) spatial perception /44.44%/, (3) number recognition /50.00%/, (6) math knowledge /56.94%/ and (10) time reading /61.11%/ of general math knowledge subfield, (8) letter recognition /44.44%/ of early reading subfield.

Abovyan Testing Testing of control group Retesting Retesting of control group 94.44 87.50 84.95 83.33 78.94 77.78 72.22 68.06 66.67 64.81 61.11 58.80 56.94 55.56 50.00 48.61 45.83 44.44 41.67 37.04 31.94 29.17 27.55 22.92

1. General 2. Logic and 3. Oral speech 4. Early reading 5. Writing and TOTAL math thinking perception drawing skills AVERAGE knowledge

Graph 27. Caomparison of children results by subfields of Abovyan

Based on the Graph 27, the testing and retesting results of children attending preschool essentially increases by (2) logic and thinking /66.67%87.50%/ and (4) early reading /29.17%72.22%/subfields.

According to testing and retesting results of children not attending preschool (Graph 27), there is a significant increase in (1) general math knowledge /27.55%48.61%/ and (5) writing and drawing skills /22.92%45.83%/ subfield.

Due to the Graph 27, the testing results of children attending preschool in Abovyan have higher results than children not attending preschool by all the subfields, except (4) early reading subfield /2.78%/. Specifically the difference is considerable in the following subfields: (1) general math knowledge /37.27%/, (2) logic and thinking /25.00%/, (5) writing and drawing skills /27.08%/.

Based on the comparison of retesting results of children attending and not attending preschool, children attending preschool have higher results than not attending ones. The following subfields are the most changed: (1) general math knowledge /36.34%/, (4) early reading /27.78%/.

5.3.2. Kasakh

In comparison to the sampled communities in the region, Kasakh is the most distant community from the regional center with small number of inhabitants. The preschool was built on the base of a kindergarten and has only one group of children. According to the budget foreseen by the micro-project for one group, the community preschool is classified as one having “sufficient” financial resources

During the visits the preschool was operating based on the following model:

• 5 days per week, • part-time working regime 08:00-13:00. in case of necessity, the children could be left long-day 08:00-18:20, • two tutors and one tutor assistant were working in the preschool (the second tutor was involved in providing long-day regime), • the main tutor and the assistant were trained, • children were eating three times a day in the preschool (hot and cold), • the kindergarten provided the preschool with the sleeping amenities.

General description of preschool conditions is as follows

• The preschool was provided with a classroom and water-closet. The kindergarten's sleeping room and the open air playground was under preschool's disposal; however, being ramshackle, they are never used. The sleeping room was used as a dining room as well. • The classroom and water-closet were renovated in a way to be secure for kids’ sizes, available to their reach and were clean. (see Pictures 40 and 41). • Refurbishment needed for the kindergarten's sleeping room and open air playground which are under the preschool's disposal. • The preschool was provided with hot and cold water. • The preschool had central heating system.

Picture 40. Beginning of the year (towels Picture 41 Beginning of the year (water and hangers) cabinets)

Generally, the conditions for classroom and working centres met the predefined norms, but the rooms lacked equipment deficiency (see Pictures 42 and 43): The classroom had wardrobes, carpet, table, chair, shelves for toys, board, TV, DVD player, sofa, jalousie, etc. The classroom was light and convenient.

Picture 42. Beginning of the year, Kasakh, Picture 43. Beginning of the year, Kasakh, classroom classroom In the classroom all the working centres were well equipped.

In the training/teaching agenda, the time factor was missing. The tutor showed individual approach to each child. The classes were followed by show/demo, the use of didactic materials, gaming methods/tasks, and stimulative thinking tasks.

The tutors did not use monitoring and evaluation of the child's development dynamics leaflets, however, the tutors used encouraging signs to foster the children.

According to head teacher, the tutors were trying to give all what is missing in the children's families: love, attitude. Difficulties been rare because the preschool was created based on kindergarten and the integration happened very smoothly. 97

Two tutors were working in the preschool. One of them was to cover the first half of the day and the second one the other half. The first tutor, which is the main one, worked in the kindergarten for 2 years as a tutor. Then, after a training course she moved to preschool. The tutor was well aquainted with teaching agenda and the classes were organised per agenda.

The second tutor was newly graduated, didn't attend trainings, however, the lack of experience was not largely noticeable in organising class methods, plannings, evaluation, and principles.

The division/sharing of responsibilities were obvious among the tutors. Organising the main educational classes lied under the first tutor (more experienced one). The newly graduated tutor was responsible for finalising the instructions given by the first tutor, conducting the third classes, revising the past to Pictures, implementing game-exercises. In the preschool the boys were more active than the girls.

Both tutors expressed interest in having well defined teaching agenda.

A tutor's assistant was also employed by the preschool whose main job was to look after the cleanness of the premises and organisation children meals.

During the focus group discussion with the parents, the average household members were 6-8 per each family: no family was subscribed to social benefits. During the discussion the parents made clear that the reason for attending preschool is to be educated and ready to enter a school. Being literate the children would face fewer difficulties later in a school.

The parents were glad to tutors for having an extensive investment in to their children in terms of a child's discipline, knowledge, safety, etc. According to parents, only few classes were missing (e.g. linguistic), for which the parents were ready to pay extra AMD 1,000 monthly.

In the families, mainly the mothers were responsible for upbringing a child. The parents insisted that for the development of a child the largest share belongs to the surrounding environment: mainly other children, tutors, parents, socioeconomic conditions - the later was tried to be avoided in order not to burden the child with everyday concerns. The children were never forced to do something and parents mainly considered the child's will, however the daily routine was down to a mother. The child was punished by eliminating the his/her loved things.

For the child's independence, the parents’ opinion did not overlap. Half of them thought that a child should be independent for only satisfying his/her primary needs leaving the full independence to school years. The other half thought that a child should be able to make decisions not only for primary needs, but also for the secondary needs to be able to easily make decisions later in the future.

The parents were in close connection with the preschool and were sometimes participating to its daily life (e.g. they did make some stuff and brought to preschool for the thematic days).

After having deep interviews with parents whose children did not attend to preschool, it had been clear that in these families the children were mostly involved in household works. Again, in those families the mothers were mainly responsible for upbringing the children. The parents whose children did not attend to preschool found that, for the development of a child, parents and socioeconomic factors have the key roles. These parents had not been informed about the existence of the preschool. The parents who knew about the existence of the preschool, did not have deep understanding about it, mainly because either the financial difficulties, or someone at home who did upbring the child. Thus, according to parents whose children did not attend to preschool, it can be said that, preschool was considered not an educational institution but a place for children who have no one to look after them at home.

The yearend visit can be presented in the following way:

• Physical/tangible changes of the environment. Compared to the beginning of the year the quantity of equipments of classroom's working center had not been changed. Only handmade accessories, posters, and watercolor paintings been added.

Picture 44. Year end, Kasakh, classroom, handmade posters

• Tutors skills, change of opinion. The tutors became more experienced. While in the beginning of the year the main tutor was prone to integrated teaching, later in the year end she was prone to child- centered teaching. There are changes in terms of children's development: they are more mature and literate, they know how to handle a scissor, how to work with glue, etc. • The description of perceptions, expectations, and satisfaction levels of parents whose children attend to preschool. At the year end the parents confirm that the children are more knowledgeable, literate, they know vowels-consonants, and are more mature. Compared to elder children, the preschool children know a lot more which, later will contribute in a school integration process. • The attitude description of parents' whose children do not attend to preschool. In the vilage there are a few children 5-6 years old who do not attend to preschool. Interviews held with their parents revealed two main reasons of why they proffered not to send their children to preschool. 1. There is someone at home who looks after the child all the time. Per this understanding only those parents take their children to preschool who are ocupied. 2. The child does not want to go to preschool. Taking into consideration the fact that the child did not get along in the kindergarten, parents prefer not to take him/her to preschool. The observed classes in Kasakh's preschool, by all means, showed high effectiveness among the tutors and educational environment. All factors have 100.00% representation except the Time factor, despite the fact that 75.00% is not a bad indicator.

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Kasakh 100.00 100.00 100.00 100.00 100.00 100.00 100.00 96.88 100.00 90.00 75.00 80.00 70.00 60.00 50.00 40.00 30.00 20.00 10.00 0.00

Figure 28. The result analysis of preschool classes observation in Kasakh

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Kasakh

Testing Testing of control group Retesting Retesting of control group 100.00 100.00 100.00 100.00 100.00 95.83 95.83 95.83 95.83 91.67 91.67 91.67 87.50 87.50 83.33 83.33 83.33 83.33 83.33 83.33 79.17 79.17 75.00 75.00 75.00 75.00 75.00 70.83 66.67 66.67 64.58 62.50 58.33 58.33 54.17 50.00 45.83 45.83 33.33 33.33 25.00 25.00 16.67 16.67 8.33 8.33 8.33 8.33 6.00 4.17 0.00 0.00 1. Printed 1. text 10. Time reading 6. Math knowledge 8. Letter recognition 2. Spatial perception differences 12. Basic writing skills 3. Number recognition 4. Forming stereotypes 5. Basic math knowledge 9. Recognition of left-right 13. Sensual-motional skills 11.Recognition of similarities- 7. Response to multistep instruction

Figure 29. The test results analysis of children in Kasakh

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Figure 29 - Looking at testing and retesting results among children in Kasakh's preschool, noticeably an increase been recorded in the following subfields and factors: General math knowledge (10) Time reading /6.00%58.33%/, Logic and thinking (11) Recognition of similarities-differences /66.67%87.50%/, Early reading (8) Letter recognition /16.67%75.00%/.

Looking at testing and retesting results among children not attending preschool, noticeably an increase been recorded in the following subfields and factors: General math knowledge (10) Time reading /25.00 %50.00%/, Early reading (1) Printed text /58.3387.50%/. There are no changes in General math knowledge subfield's Spatial perception factors, and Writing and drawing skills subfield's Basic writing skills factor.

Looking at figure 29 we can see that the testing results of the children who attend to preschool in Kasakh community, by all factors, exceed the testing results of the non attending children except the following factors: General math knowledge subfield's (10) Time reading /19.00%/, Oral speech perception subfield's (7) Response to multistep instructions /25.00%/, Writing and drawing skills subfield's (12) Basic writing skills /4.17%/. Particularly, the gap is larger among the following factors: General math knowledge subfield's (5) Basic math knowledge /25.00%/, (6) Math knowledge /25.00%/, (9) Recognition of left-right /25.00%/, Logic and thinking subfield's (4) Forming stereotypes /50.00%/.

Comparing the retesting results of the children who attend to preschool and who don't we can see that the children who attend have better results except Oral speech perception subfield's (7) Response to multistep instructions factor. Other than this there is a large difference by the following factors: General math knowledge subfield's (2) Spatial perception /33.33%/, Logic and thinking subfield's (4) Forming stereotypes /45.83%/, (11) Recognition of similarities-differences /25.00%/, Early reading subfield's (8) Letter recognition /50.00%/.

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Kasakh Testing Testing of control group Retesting Retesting of control group 100.00 100.00 89.58 85.42 83.33 77.92 77.08 75.00 75.00 63.68 62.15 62.11 62.01 56.25 54.17 54.17 52.64 50.00 48.61 47.92 45.83 41.67 39.58 33.33

1. General 2. Logic and 3. Oral speech 4. Early reading 5. Writing and TOTAL math thinking perception drawing skills AVERAGE knowledge

Figure 30. Subfields' results comparison of Kasakh's children

By looking at the testing and retesting results of Kasakh's community preschool children, (Figure 30) we can see that the main increase was in these subfields - (1) General math knowledge /62.11%77.08%/ and (4) Early reading /47.92%85.42%/

By looking at the testing and retesting results of Kasakh's community children who don't attend to preschool (Figure 30) we can see that main increase been recorded in the following subfields: (2) Logic and thinking /39.58%54.17%/ and (4) Early reading. The (3) Oral speech perception subfield remained unchaged.

Figure 30 also shows that, the testing results of the children attending to preschool, by all means, exceed the testing results of those who don't attend, except the following subfield: (3) Oral speech perception /25.00%/. Ecpecially, the difference is bigger in these subfields: (2) Logic and thinking /35.42%/ and (4) Early reading /14.58%/.

Comparing the retesting results of the children who attend to preschool and who don't we can see that the children who attend have better results except (3) Oral speech perception

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/16.67%/ subfield. The difference is bigger in these subfields: (2) Logic and thinking /35.42%/ and (4) Early reading /29.17%/.

5.3.3. Aragyugh

Aragyugh village community, in comparison to region's communities sampling, is the closest to the region centre and has small number of inhabitants. The preschool is built in the school's base and has only one group of children. According to the micro project's budget made for just one group, the community's preschool within the region is listed besides other preschools with 'limited' means.

During the visits the preschool was operating based on the following model

• 5 days per week, • part-time working regime 09:00-13:00, • one tutors was working in the preschool, • the main tutor was trained, • the preschool provided meal once a day which children brought from their homes, • the preschool had no sleeping amenities.

The description of the general conditions of preschool:

• The preschool was provided with a classroom and water-closet. • The classroom and water-closet were renovated in a way to be secure for kids’ sizes, available to their reach and were clean. (see Pictures 45 and 46). • The preschool was provided with cold water. • The preschool was heated by electric heaters.

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Pictureture 45. Beginning of the year, Նկ ար 46. Beginning of the year, Aragyugh, water cabinets Aragyugh, water cabinets,

Generally, the conditions for classroom and working centres met the predefined norms, but the rooms lacked equipment deficiency (see Pictures 47 and 48): The classroom had changing wardrobes, carpet, table, chair, shelves for toys, board, TV, DVD player, camera, etc. The classroom was bright and convenient.

Pictureture 47. Beginning of the year, Pictureture 48. Beginning of the Aragyugh, classroom year, Aragyugh, classroom, tech centre

The math, early reading, sports and technical centres were better equipped. Natural science centre was not separated, however, a globe, magnets, animals and rake were in existence. The preschool had open air playground where renovations were taking place.

The tutors did not use monitoring and evaluation of the child's development dynamics leaflets, however, the tutors used encouraging signs to foster the children.

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In the training/teaching agenda, the Time factor was missing. During the classes, the tutor was not providing the children with team or individual works, and was not creating environment for children to interact with each other. Individual approach was shown to children. The child's will to engage in other activities was respected and free movement in the classroom was not prohibited.

According to head teacher, the establishment of preschool was a big achievement for the community because, for the past 35 years the community did not have a kindergarten and this particular educational link was missing. There had not been 'no involvement' problem, because the birth rate of the past 4-5 years was taken into consideration. All the 5-6 years old children of the community were attending to preschool. A cold meal was provided in the preschool by the parents, however, the parents were asking to the head teacher to also provide children with hot meal - which was finance related issue. The general condition of the preschool building was not satisfactory, the walls were moldy, and only preschool's part been renovated. Financial difficulties were present also for the open air playground and for separation of the dining room.

Only one tutor was working in the preschool. The tutor previously worked as a group leader in a school, therefore she was not lacking experience in interacting with children. The tutor had passed the training and started working in the preschool. The tutor was well informed, had a good knowledge about the teaching agenda and she organised the classed according to agenda's criteria. During the classes the tutor expressed child-centred teaching methods, involved everyone and was trying to show individual approach (the group mean age varies). The tutor wished she had clear and precise program. She focused on all aspects of children development putting emphasis on linguistic and cognitive fields. According to the tutor, depending on a child's sex, abilities of children differ - males are brighter.

During the focus group discussions with the parents, it's been revealed that the families consist of 4-6 people and majority of the families are on social benefits. After the focus group discussion, it's been clear that the reason children attend to preschool is to be educated and ready to enter a school. The parents were satisfied by the level of investment the preschool and tutor do in terms of child safety, knowledge, and attitude. The parents also expressed an interest of having linguistic groups, open air playground, sleeping amenities, dining room, and long day regime.

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In families, responsibility of a child's growing up was mainly down to parents and sometimes - grandmother. The parents insisted that for the development of a child, large portion of influence belong to the environment, especially other children, tutors, and then the parents.

The children were unaided only for getting dressed, eating, tidying up the toys, and in any case they had to agree with parents. Stubbornness was punishable in which case they were punished by being deprived of their favourite hobby/games. While planning a day, the parents were trying to consider a child's wishes. The parents council, by their own will, were responsible for organising events in the preschool by decorating and making handmade accessories.

The year end visit did overlap with preschool's final days of the term when the tutors were finalising the term program.

The year end visit can be presented in the following way:

Pictureture 49. Year end, Aragyugh, Pictureture 50. Year end, Aragyugh, classroom, handmade paintings classroom, natural sciences center

• Tutors skills, change of opinion.

The tutor became more experienced. At the end of the year the tutor noticed extensive progress among children. In the beginning of the year there were children who did not interact with others or had linguistic problems, over the year those children

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progressed to making sentences, numeric recognition, and linguistic problems are corrected. In general the children had huge base of knowledge, they developed attitude and are free to interact. The problem of open air playground and hot meal problems were not solved - still waiting for the financing.

• The description of perceptions, expectations, and satisfaction levels of parents whose children attend to preschool. At the year end the parents confirm that the children are more knowledgeable, mature, and independent. They know numbers, letters, poems and songs. Compared to elder children, the preschool children know a lot more. The parents are now working, they have some free time and are comfortable that their children are in safe hands. The parents just wish the preschool to have longer day regime, sleeping amenities, warm meal, and linguistic groups.

Figure 31 - The observed classes in Aragyugh preschool, by all means, showed above average effectiveness. Objective and Questions factors have the maximum representation /100.00%/. The Time factor has the lowest possible representation /0.00%/ because the tutor in her agenda does not consider the Time factor. All other factors are above 78.27% threshold.

Aragyugh 100.00 100.00 100 89.29 87.50 87.50 83.33 90 78.57 78.27 80 70 60 50 40 30 20 10 0.00 0

Figure 31. The result analysis of preschool classes observation in Aragyugh

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Aragyugh

Testing Testing of control group Retesting Retesting of control group 100.00 100.00 100.00 100.00 96.88 93.75 93.75 93.75 93.75 93.75 93.75 90.63 87.50 87.50 87.50 81.25 81.25 81.25 81.25 78.13 68.75 68.75 68.75 65.63 62.50 62.50 62.50 62.50 59.38 59.38 56.25 56.25 50.00 50.00 48.44 43.75 40.63 34.38 31.25 31.25 31.25 25.00 18.75 15.63 14.06 12.50 12.50 6.25 0.00 0.00 0.00 0.00 1. Printed 1. text 10. Time reading 6. Math knowledge 8. Letter recognition 2. Spatial perception 12. Basic writing skills 3. Number recognition 4. Forming stereotypes 5. Basic math knowledge 9. Recognition of left-right 13. Sensual-motional skills 7. Response to multistep instruction

11.Recognition of similarities-differences Figure 32. The test results analysis of children in Aragyugh

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Figure 32 - Looking at testing and retesting results among children in Aragyugh preschool, noticeably an increase been recorded in the following subfields and factors: General math knowledge (3) Number recognition /50.00%87.50%/, (10) Time reading /31.25%68.75%/, Logic and thinking (11) Recognition of similarities-differences /43.75%78.13%/, Early reading (1) Printed text /56.25%90.63%/, (8) Letter recognition.

We can also see that the testing results of the children who attend to preschool in Aragyugh community, by all factors, exceed the testing results of the non attending children except the following factors: Oral speech perception subfield's (7) Response to multistep instructions /6.25%/, Writing and drawing skills (13) Sensual-motional skills /12.50%/. The better increase been recorded in the following subfields: General math knowledge (9) Recognition of left-right /62.50%93.75%/ (10) Time reading /31.25%62.50%/, Logic and thinking (4) Forming stereotypes /34.38%56.25%/, and Early reading (1) Printed text /59.38%87.50%/. There are no changes in General math knowledge subfield's Spatial perception factor.

Looking at figure 29 we can see that the testing results of the children who attend to preschool in Aragyugh community, by all factors, exceed the testing results of the non attending children except the following factors: General math knowledge subfield's (3) Number recognition /18.75%/, Early reading subfield's (1) Printed text /3.13%/ and (8) Letter recognition /12.50%/, Writing and drawing skills subfield's (12) Basic writing skills /12.50%/. By large, the target children group results mainly exceed the non attending children results by the following factors: General math knowledge subfield's (5) Basic math knowledge /12.50%/, Logic and thinking subfield's (4) Forming stereotypes /15.63%/.

Comparing the retesting results of the children who attend to preschool and who didn't we can see that the children who attend had better results except the following factor: General math knowledge subfield's (5) Basic math knowledge where the results are equal. In all other cases the following factors differ largely - General math knowledge subfield's (2) Spatial perception /18.75%/, Logic and thinking subfield's (11) Recognition of similarities-differences /15.63%/, and Writing and drawing skills (13) Sensual-motional skills /15.63%/.

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Aragyugh Testing Testing of control group Retesting Retesting of control group 100.00 93.75 93.75 87.50 73.96 72.29 70.31 67.19 63.59 60.94 59.38 56.25 56.25 53.85 53.80 53.65 53.13 48.70 47.66 46.88 46.88 37.50 35.94 28.13

1. General 2. Logic and 3. Oral speech 4. Early 5. Writing and TOTAL math thinking perception reading drawing skills AVERAGE knowledge

Figure 33. Subfields' results comparison of Aragyugh children

Figure 33 - Looking at testing and retesting results among children in Aragyugh preschool, noticeably an increase been recorded in the following subfields: (2) Logic and thinking /46.88%70.31%/ and (4) Early reading /28.13%60.94%/.

Looking at testing and retesting results among children not attending preschool, noticeably an increase been recorded in the following subfields: (2) Logic and thinking /37.50%59.38%/, (4) Early reading /35.94%56.25%/. The testing results of (3) Oral speech perception /6.25%/ and Writing and drawing skills /5.47%/ subfields' do exceed the retesting results.

As figure 33 shows, comparing the testing results of children attending to preschool and those who don't, we can see that those who go to preschool have better results in the following subfields (1) General math knowledge /4.95%/ and (2) Logic and thinking /9.38%/. (3) Oral speech perception /0.00%/ subfield testing results for those who attend and those who don't, were the same. (4) Early reading /7.81%/ and (5) Writing and drawing skills /6.25%/ subfields results for those who didn't attend to preschool were inferior to results of those who did attend.

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Comparing the retesting results of the children who attend to preschool and who didn't we can see that the children who attend had better results. Largely, the following subfields differ: (2) Logic and thinking /10.94%/, and (3) Oral speech perception /12.50%/.

5.3.4. General analysis

In general, all three preschools in Kotayk region were successfully implementing the program. In all three preschools the micro program efficiency did rise.

The analysis of classes in all three preschools at Kotayk region reveals that all factors have high representation /above 90.25%/ except the Time factor /55.00%/.

Kotayk 100.00 100.00 95.83 93.75 100 92.86 92.86 91.67 90.25 90 80 70 55.00 60 50 40 30 20 10 0

Figure 34. The general result analysis of preschool classes observation in Kotayk

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Kotayk

Testing Testing of control group Retesting Retesting of control group 100.00 98.96 98.61 96.53 94.44 93.63 93.29 93.29 92.59 91.20 88.43 86.11 84.95 84.95 84.49 84.03 82.99 81.94 79.86 78.47 73.15 71.53 69.68 69.44 68.29 68.06 63.89 62.85 62.73 60.53 57.18 56.25 53.59 52.08 46.99 43.06 42.71 36.46 35.59 34.03 27.23 18.75 18.52 16.90 11.69 7.93 7.41 6.94 6.94 4.63 1.85 1.85 1. Printed 1. text 10. Time reading 6. Math knowledge 8. Letter recognition 2. Spatial perception 12. Basic writing skills 3. Number recognition 4. Forming stereotypes 5. Basic math knowledge 9. Recognition of left-right 13. Sensual-motional skills 7. Response to multistep instruction 11.Recognition of similarities-differences

Figure 35. Subfields' results comparison of Kotayk region

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By comparing the testing and retesting results of children who attend to preschool and those who did not, in Kotayk region, (fig. 35) we can see that the maximum results been recorded in the following factors: General math knowledge subfield's (10) Time reading /27.23%68.29%/, Logic and thinking subfield's (11) Recognition of similarities-differences /56.25%82.99%/, Early reading subfield's (1) Printed text /62.73%93.63%/, and (8) Letter recognition /7.41%52.08%/.

The retesting results of children who did not attend to preschool in Kotayk region, by far, exceed the testing results. The maximum increase been recorded in the following factors: General math knowledge subfield's (3) Number recognition /46.99%69.68%/, (9) Recognition of left-right /68.06%93.29%/, (10) Time reading /18.75%43.06%/, and Early reading subfield's (1) Printed text /60.53%86.11%/. General math knowledge subfield's (2) Spatial perception factor did not change.

Comparing the testing results of the children who attend to preschool and who didn't we can see that the children who attend had better results except the following factor: Oral speech perception subfield's (7) Response to multistep instructions /0.93%/, Writing and drawing subfield's (12) Basic writing skills /2.31%/. The difference is largely noticeable in the following factors: General math knowledge subfield's (3) Number recognition /26.16%/ and (6) Math knowledge /27.26%/, Logic and thinking subfield's (4) Forming Stereotypes /32.99%/.

Comparing the retesting results of the children who attend to preschool and who didn't, in Kotayk region, we can see that the children who attend had better results. The following factors differ largely: General math knowledge subfield's (2) Spatial perception /32.18%/, (6) Math knowledge /26.27%/, and (10) Time reading /25.23%/, Logic and thinking subfield's (4) Forming stereotypes /24.77%/ and Early reading subfield's (8) Letter recognition /33.56%/.

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Kotayk

Testing Testing of control group Retesting Retesting of control group 92.59 88.43 84.95 84.03 82.47 78.67 76.38 72.86 62.85 61.41 60.53 60.19 59.32 58.22 55.32 52.31 48.96 47.83 46.44 41.62 39.58 39.24 35.07 33.74

1. General 2. Logic and 3. Oral speech 4. Early reading 5. Writing and TOTAL math thinking perception drawing skills AVERAGE knowledge

Figure 36. Testing results analysis by subfields of Kotayk region

Figure 36 show that the preschool program has beneficial progress in Kotayk region. Moreover, there was a significantly positive dynamics of the development of the children involved in the program.

6. ANALYSIS BY FACTORS

This paragraph will present quantitative observations' detailed analysis by putting the emphasis on children test results and classes observed.

6.1. A class observation analysis by factors

The classes cards analysis was made by 8 factors included in the card. Firstly, let us present the average factors for all the preschools.

Figure 37 shows that in the preschools Questions /94.44%/, Objective /91.67%/ factors are the greatest. The lowest factor is the Time /51.67%/

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Total average indicators of criteria for all the preschools

8.Tutor skills 88.43

7. Children participation 86.51

6. Developing environment 86.81

5. Time 51.67

4. Questions 94.44

3. Teaching activities 85.42

2. Methods 81.75

1. Objective 91.67

0 10 20 30 40 50 60 70 80 90 100

Figure 37: General analysis of all the factors

The first factor is Objective. During the classes analysis, the following were taken into consideration: clarity of the objective, how its formulated, clarity, compliance of a class against the objectives set, compliance with factors and peculiarities of children age, clear class/lesson planning and existence of agenda outline.

Analysing this factor for 9 preschools we got the following figure for each preschool.

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1. Objective

TOTAL AVERAGE 91.67

Chamabarak 50.00

Martuni 100.00

Mets Mantash 75.00

Kasakh 100.00

Abovyan 100.00

Aragyugh 100.00

Gyumri N23 100.00

Gyumri AKP 100.00

Dzoragyugh 100.00

0 10 20 30 40 50 60 70 80 90 100

Figure 38: Objective factor analysis in all preschools

Figure 38 shows that the Objective factor has maximum representation /100.00%/ in Martuni, Kasakh, Abovyan, Aragyugh, Dzoragyugh, Gyumri N23, Gyumri Ani Garden Preschool (hereinafter AGP). The lowest factor been recorded in Chambarak /50.00%/

Now, let us present the Objective factor among regions.

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1. Objective

Shirak 91.67

Kotayk 100.00

Gegharkunik 83.33

0 20 40 60 80 100

Figure 39. Analysis of Objective factor per regions

The figure makes clear that in all three regions, in general, the factor has higher representation - with possible maximum in Kotayk /100.00%/, and lowest in Gegharkunik /88.33%/.

The second factor observed was the Methods - during the classes. For the analysis of this factor the following were taken into consideration: the compliance of methods versus the class objective, content, the characteristics of children age, their level of training, a combination of different approaches during classes/training - provision of didactic material, game elements, etc.

Analysing this factor for 9 preschools we got the following figure for each preschool.

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2. Methods

TOTAL AVERAGE 81.75

Chamabarak 96.43

Martuni 85.71

Mets Mantash 85.71

Kasakh 100.00

Abovyan 89.29

Aragyugh 89.29

Gyumri N23 85.71

Gyumri AKP 75.00

Dzoragyugh 28.57

0 10 20 30 40 50 60 70 80 90 100

Figure 40: Methods factor analysis in all preschools

The analysis of this factor lets us to conclude that the maximum representation was in Kasakh preschool /100.00%/. There is an alarming representation of this factor in Dzoragyugh preschool /28.57%/ which assumes that there are problems with Methods in Dzoragyugh preschool.

Now, let us present the Methods factor among regions.

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2. Methods

Shirak 82.14

Kotayk 92.86

Gegharkunik 70.24

0 20 40 60 80 100

Figure 41: Analysis of Methods factor per regions

According to this figure, none of the regions have 100.00% representation. The highest been recorded in Kotayk region /92.86%/. The lowest been in Gegharkunik /70.24%/.

The next factor is Educational activities and for the analysis of those, following been taken into consideration: the variety of actions applied to profoundly understand a toPicture, the shifts, various exercises, implementation of homework, enhancing sensual-motional skills to better understand a toPicture, etc.

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3. Teaching activities

TOTAL AVERAGE 85.42

Chamabarak 100.00

Martuni 87.50

Mets Mantash 81.25

Kasakh 100.00

Abovyan 100.00

Aragyugh 87.50

Gyumri N23 100.00

Gyumri AKP 56.25

Dzoragyugh 56.25

0 10 20 30 40 50 60 70 80 90 100

Figure 42: Educational activities factor analysis in all preschools

Figure 42 shows that the maximum possible representation was recorded in Chambarak, Kasakh, Abovyan, Gyumri N23 preschools /100.00%/. The worrisome indicators been recorded in Gyumri AGP /56.25%/ and Dzoragyugh /56.25%/ preschools. In the rest of the preschools the conditions are a lot better with 81.25% indicator.

Now, let us present the Educational activities factor among regions.

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3. Teaching activities

Shirak 79.17

Kotayk 95.83

Gegharkunik 81.25

0 10 20 30 40 50 60 70 80 90 100

Figure 43: Analysis of Educational activities factor per regions

The above figure shows that Educational activities factor representation is very high in all regions /above 79.17%/ with highest in Kotayk /95.83%/

The next observed factor of the card is Questions. For the evaluation of this factor the following were taken into consideration: the features of making questions /clarity, simplicity, toPicture relatedness, etc/ the children age, logical structure, ability to think and analyze, ability to express themselves, etc.

Analysing this factor for 9 preschools we got the following figure for each preschool.

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4. Questions

TOTAL AVERAGE 94.44

Chamabarak 100.00

Martuni 84.38

Mets Mantash 100.00

Kasakh 100.00

Abovyan 100.00

Aragyugh 100.00

Gyumri N23 100.00

Gyumri AKP 93.75

Dzoragyugh 71.88

0 20 40 60 80 100

Figure 44: Questions factor analysis in all preschools

As we can notice, the indicators for this factor are well high. The maximum indicator peaks at 100.00% which correspond to Chambarak, Mets Mantash, Kasakh, Abovyan, Aragyugh, Gyumri N23 preschools' indicators - more than half of the preschools. In other two preschools this factor is above 84.38% which, again, is good indicator and is evidence of better formulation. Dzoragyugh has the lowest indication with only 71.88%.

Now, let us present the Questions factor among regions.

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4. Questions

Shirak 97.92

Kotayk 100.00

Gegharkunik 85.42

0 20 40 60 80 100

Figure 45. Analysis of Questions factor per regions

Analysing the Questions factor among regions, it can be said that in all regions it has very high level of representation and peaks 100.00% in Kotayk region.

The next factor which has been chosen during the observation of classes is the Time. For the analysis of this factor the following were taken into consideration: maintaining the class length, clear timing and planning of a task/exercise, the quality use of time for each phase, etc.

Analysing this factor for 9 preschools we got the following figure for each preschool.

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5.Time

TOTAL AVERAGE 51.67

Chamabarak 45.00

Martuni 65.00

Mets Mantash 75.00

Kasakh 75.00

Abovyan 90.00

Aragyugh 0.00

Gyumri N23 70.00

Gyumri AKP 20.00

Dzoragyugh 25.00

0 10 20 30 40 50 60 70 80 90 100

Figure 46. Time factor analysis in all preschools

Analysing figure 46, this factor does not have maximum representation, however, it is noticeable, that in Abovyan preschool it makes up /90.00%/. Worryingly, the indicator in Aragyugh is the lowest possible and is 0.00%.

In the above figure it clearly stands out from the rest because of its indicator.

Now, let us present the Time factor among regions.

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5. Time

Shirak 55.00

Kotayk 55.00

Gegharkunik 38.33

0 10 20 30 40 50 60

Figure 47: Analysis of Time factor per regions

Figure 47 shows that this factor has its maximum percentages in Shirak /55.00%/ and Kotayk /55.00%/ regions. The lowest is in Gegharkunik /38.33%/.

The next factor is the Developing environment. The developing environment provides a child with comprehensive and harmonious development, pushing a child to act, helps in having independence and creativity, and the child's subjective position development. For the analysis of this factor the following were taken into consideration: didactic, illustrative, and availability of natural materials; compliance of materials to the daily toPicture, the age particularity, ability to explore, and allowance to making independent analysis, etc.

This factor is the most extensive with its characteristics and the primary prerequisite for a child development and teaching.

Analysing this factor for 9 preschools we got the following figure for each preschool.

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6. Developing environment

TOTAL AVERAGE 86.81

Chamabarak 100.00

Martuni 81.25

Mets Mantash 90.63

Kasakh 100.00

Abovyan 93.75

Aragyugh 87.50

Gyumri N23 93.75

Gyumri AKP 78.13

Dzoragyugh 56.25

0 10 20 30 40 50 60 70 80 90 100

Figure 48. Developing environment factor analysis in all preschools

As we can see in figure 48 the maximum representation of this factor /100.00%/ appears in Chambarak and Kasakh. 'Good' results have Mec Mantash /90.63%/, Abovyan /93.75%/, Gyumri N23 /93.75%/ preschools. Martuni, Aragyugh, and Gyumri AGP preschools indicators are above 78.13%. The only worrying indicator is for Dzoragyugh, where Developing environment factor indicator is only 56.25%.

Now, let us present the Developing environment factor among regions.

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6. Developing environment

Shirak 87.50

Kotayk 93.75

Gegharkunik 79.17

0 20 40 60 80 100

Figure 49. Analysis of Developing environment factor per regions

The given figure shows that this factor has good standing in all regions - above 79.17%. The maximum is in Kotayk region /93.75%/.

The class observations' next factor is Children class participation which assumes the analysis of a child's involvement during classes, creating conditions for cooperation, and children playroom activity analysis, etc.

Analysing this factor for 9 preschools we got the following figure for each preschool.

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7. Children participation

TOTAL AVERAGE 86.51

Chamabarak 89.29

Martuni 75.00

Mets Mantash 92.86

Kasakh 100.00

Abovyan 100.00

Aragyugh 78.57

Gyumri N23 96.43

Gyumri AKP 78.57

Dzoragyugh 67.86

0 10 20 30 40 50 60 70 80 90 100

Figure 50. Children class participation factor analysis in all preschools

Children class participation factor is one of the most important child-centered teaching factor, which allows a teaching to organize in a way to comprehensively develop a child as a person. Analyzing this factor in all preschools, notably, it is on its maximum in Kasakh and Abovyan. The indicators are high /above 89.29%/ in Chambarak, Mec Mantash, Gyumri N23 preschools. Lower representation level recorded in Martuni /75.00%/ and Dzoragyugh /67.86%/ preschools.

Now, let us present the Children class participation factor among regions.

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7. Children participation

Shirak 89.29

Kotayk 92.86

Gegharkunik 77.38

0 20 40 60 80 100

Figure 51. Analysis of Children class participation factor per regions

Figure 51 shows that this factor is highest in Kotayk region /92.86%/

The last factor, which was included in the observation card, is Tutor skills. To analyze this factor the following were considered: tutor communication abilities, speech literacy, respectful and tolerance approach to children, cooperation with his/her assistant, sensitivity to gender and other aspects.

Analysing this factor for 9 preschools we got the following figure for each preschool.

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8. Tutor skills

TOTAL AVERAGE 88.43

Chamabarak 83.33

Martuni 95.83

Mets Mantash 91.67

Kasakh 100.00

Abovyan 91.67

Aragyugh 83.33

Gyumri N23 91.67

Gyumri AKP 87.50

Dzoragyugh 70.83

0 10 20 30 40 50 60 70 80 90 100

Figure 52. Tutor skills factor analysis in all preschools

This factor is considered one of the most important factor because it highlights the level of the tutor's both personal, and professional skills, which has direct influence on a child's personality, mentality, emotionality, etc. Tutor skills factor shows that it is best formed in Kasakh preschool. There is a high level of representation in Martuni, Mec Mantash, Abovyan, Gyumri N23 preschools /above 91.67%/. The lowed indicator has Dzoragyugh preschool with only 70.83% which in return is worrying.

Now, let us present the Tutor skills factor among regions.

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8. Tutor skills

Shirak 90.28

Kotayk 91.67

Gegharkunik 83.33

0 20 40 60 80 100

Figure 53. Analysis of Tutor skills factor per regions

As it can be seen from the top figure, Tutor skills factor in Shirak, Kotayk, and Gegharkunik, has high representation level and the average indicator goes further than 83.33%.

Now, in order to better see all the implemented observation cards average data in all preschools, and to analyze the effectiveness of classes implemented by the above mentioned factors, let us have a look at below chart.

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Total average indicators of all the preschools

96.88 100 95.59 92.19

90 86.51 84.33 83.01 78.27 80 73.65

70 59.58 60

Figure 54: Analysis of class observation results in preschools

The average data of all the factors show that more productive classes are implemented in Gyumri N23, Abovyan, kasakh preschools /above 92.19%/. Higher results been recorded in Mec Mantash, Martuni, Chambarak preschools /above 83.01%/. In the above figure, lower indicators have Dzoragyugh preschool.

With regard to regional results (figure 55), in general, it can be said that by average data of all factors' Kotayk region preschools' generally class productivity comprises 90.25%. The least productivity is in Gegharkunik with 74.81%.

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Comparison of total average indicators

100 90.25 84.12 90 74.81 80 70 60 50 40 30 20 10 0 Gegharkunik Kotayk Shirak

Figure 55. The characteristics of general observations by regions

6.2. Testing results of children by subfields

Below, is the explanation of comparisons of children development dynamics among regions by subfields.

The testing and retesting results of all children who attend to preschool in all regions regions, (figure 56) we can see that the maximum results been recorded in the General math knowledge subfield's (3) Number recognition /54.76%85.55%/, (10) Time reading /31.88%71.81%/, Early reading subfield's (8) Letter recognition /6.76%43.60%/.

Looking at testing and retesting results of children who did not attend to preschool, we can see that maximum increase been recorded in General math knowledge subfield's (9) Recognition of left-right /70.22%88.55%/, Logic and thinking subfield's (11) Recognition of similarities-differences /41.62%58.56%/ factors. A negative trend been recorded by the following factor: Oral speech perception subfield's (7) Response to multistep instructions /7.99%/.

Comparing the testing results of the children who attend to preschool and who didn't we can see that the children who attend, by far, had better results (figure 56). Maximum increase 135

been recorded in Logic and thinking subfield's (11) Recognition of similarities-differences /19.93%/ and (4) Forming stereotypes /25.34%/.

Comparing the retesting results of the children who attend to preschool and who didn't, in all regions, we can see that the children who attend had better results by the end of the year. Especially, the following factors differ largely in Logic and thinking subfield's (4) Forming stereotypes /44.74%/ and Early reading subfield's (8) Letter recognition /35.93%/.

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General comparison of testing results

Testing Testing of control group Retesting Retesting of control group 99.54 98.61 98.59 95.45 94.99 89.06 88.55 87.51 85.99 85.55 85.39 82.50 82.11 82.02 80.60 77.66 77.04 75.58 75.25 71.81 70.22 69.05 67.78 62.27 61.55 58.56 56.70 55.89 54.76 50.05 47.02 46.65 45.92 43.60 41.62 38.85 38.19 37.37 31.88 31.36 30.93 26.49 18.39 17.90 8.13 7.66 6.76 5.26 4.33 4.06 2.35 2.31 1. Printed 1. text 10. Time reading 6. Math knowledge 8. Letter recognition 2. Spatial perception 12. Basic writing skills 3. Number recognition 4. Forming stereotypes 5. Basic math knowledge 9. Recognition of left-right 13. Sensual-motional skills 7. Response to multistep instruction 11.Recognition of similarities-differences

Figure 56. General results of testing by factors

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General comparison of testing results

Testing Testing of control group Retesting Retesting of control group 95.45 87.51 82.07 77.04 76.95 75.49 69.05 64.49 59.12 58.50 57.15 53.44 53.02 51.56 49.60 47.97 45.44 44.08 43.41 39.82 37.72 36.49 34.51 26.18

1. General 2. Logic and 3. Oral speech 4. Early reading 5. Writing and TOTAL math thinking perception drawing skills AVERAGE knowledge

Figure 57: General results of testing by subfields

Figure 57 shows the average testing data of all children by subfields. Noticeably, after testing and retesting results, maximum increase been recorded in (1) General math knowledge /53.02% 76.95%/ and Early reading /34.51%64.49%/ subfields.

Looking at testing and retesting results of children who did not attend to preschool (figure 57) we can note that maximum increase been recorded in (4) Early reading /26.18%37.72%/ subfield. For the Oral speech perception /7.99%/ and Writing and drawing skills /3.60/ subfields, the testing results exceed retesting results.

Figure 57 shows that the testing results of the preschool children, by all subfields, do exceed the results of the children who do not attend to preschool. Largely, (2) Logic and thinking subfield /22.64%/ and (3) Oral speech perception subfield /10.47%/.

Comparing the retesting results of the children who attend to preschool and who didn't, we can see that the children who attend had better results, particularly, (2) Logic and thinking subfield /34.10%/ and (4) Early reading subfield /26.78%/.

The analysis (figure 58) shows that (1) General math knowledge subfield's retesting result is a lot better than testing results in Shirak region /47.56%75.90%/. The retesting results

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of the children who did not attend to preschool, by large, exceed the testing results in Kotayk region /41.62%59.32%/ and yields to Gegharkunik region /2.55%/. (1) General math knowledge subfield's testing results exceed the testing results of children who did not attend to preschool in Kotayk region /18.57%/, and for retesting results, it still exceeds in Gegharkunik region by some 29.24%.

Figure 58 shows that (2) Logic and thinking subfield's retesting results of attendees, by large, exceed the testing results in Gegharkunik region /57.71%80.73%/, and the retesting results of non attendees exceed the testing results in Kotayk region /39.58%60.53%/. The target group children's testing results, by large, exceed the testing results of non attendees (children who did not attend to preschool) in Shirak region /24.54%/. Similar Pictureture is for Gegharkunik region with 41.67%.

Figure 58 also shows that for the Oral speech perception subfield's retesting results of the target group children, by large, exceed the testing results in Shirak region /68.25%75.40%/ but it yields to Gegharkunik region's testing results by 34.58%. For the above mentioned subfield the terget group testing results exceed non attendees' testing results in Shirak region /22.75%/ but yields to Kotayk region /0.93%/. The target group children retesting results exceed non attendees' retesting results in Gegharkunik region for (3) Oral speech perception subfield /50.42%/.

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Regional analysis by subfields

Testing Testing of control group Retesting Retesting of control group 100.00

100 95.45 93.75 92.59 91.01 88.43 87.51 87.50

90 84.95 84.03 83.00 82.47 82.07 80.73 78.67 77.92 77.04 76.95 76.27 75.90 80 75.40 72.86 69.05 70 68.25 64.49 62.85 61.74 60.83 60.53 60.19 59.79 59.32 59.12 58.50 58.44 57.71 56.81

60 55.32 54.00 53.96 53.44 53.02 52.31 51.72 51.56 51.32 49.58 48.96 47.97 47.62 47.56 47.03 50 46.44 44.31 44.08 43.41 43.39 43.33 41.62 41.04 40.41 39.82 39.58 39.24 39.06 37.72 37.60 36.49 35.07

40 34.59 34.51 34.27 34.19 33.74 32.60 32.28 26.25 30 26.18 23.35 21.46 20

0 Shirak Shirak Shirak Shirak Shirak Kotayk Kotayk Kotayk Kotayk Kotayk Gegharkunik Gegharkunik Gegharkunik Gegharkunik Gegharkunik TOTAL AVERAGE TOTAL AVERAGE TOTAL AVERAGE TOTAL AVERAGE TOTAL AVERAGE 1. General math 2. Logic and thinking 3. Oral speech perception 4. Early reading 5. Writing and drawing knowledge skills

Figure 58 Regional analysis by subfields

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Both target group children, and the ones who did not attend to preschool, the retesting results for (4) Early reading subfield largely exceeds testing results in Kotayk region (target group - 35.07%72.86%, non attendees - 33.74%52.31%). For the above mentioned subfield, the target group testing results exceed the non attendees testing result in Gegharkunik /12.81%/. For (4) Early reading subfield, the target group retesting result exceeds the non attendees results in Gegharkunik region by 34.58%.

Figure 58 shows that for (5) Writing and drawing skills subfield, target group children retesting results exceed testing results in Shirak region /54.00%61.74%/. The non attendees retesting results exceed testing results only in Kotayk region /39.24%46.44%/ and largely yields to that same result in Gegharkunik region /10.78%/. As for (5) Writing and drawing skills subfield, the testing result of target group children exceed non attendees testing results in Kotayk region /9.72%/. And for the retesting results for the same groups, the target group testing results exceed in Gegharkunik region by 25.83%.

General testing results by subfields

Testing Testing of control group Retesting Retesting of control group 76.38 76.09 80 74.00

70 61.41 58.22 56.72 56.50 60 49.73 47.83 45.99

50 42.51 37.66 40 30 20 10 0 Kotayk Gegharkunik Shirak

Figure 59: Percentage indicators dynamics of beneficiary children

Figure 59 shows that Kotayk region results exceed the other two regions' results.

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Chart Title

RTest-Test RTest control-Test control Test-Test control RTest-RTest control

40.0 35.0 30.0 25.0 20.0 15.0 10.0 5.0 0.0 -5.0 Kotayk Gegharkunik Shirak TOTAL AVERAGE -10.0 -15.0

Figure 60. Percentage indicators dynamics of beneficiary children

Figure 60shows the difference of the developing subfields' average indexes of the first and second testing - for those children who are included in the program. Also it shows the difference of indexes of those children that are and are not included in the program We can see that the retesting result in Shirak, by large, exceeds the testing result /19.37%/. Looking at retesting and testing results of children who did not attend to preschool, we can notice decreasing dynamics in Gegharkunik by 8.33%. For the testing results between attending and non attending groups, in Shirak region the testing results of attendees exceeded by 14.21% and for Retesting in Gegharkunik - 36.35%.

6.3. Social-demographic description of families whose children were and were not included in preschools and the description of the impact of gender on children development dynamics

Figure 61 shows that in three communities of Kotayk region, despite the socioeconomic conditions of families, both in the beginning of the year, and at the end, surveys among children who were included in preschools and who were not, the most amount of correct answers registered in Aragyugh (per one child). Nevertheless, during surveys at the beginning and at the end of the year, for children included in preschools and children who were not, their families' socio-demographic conditions versus level of children development, there has no correlation

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recorded in Kasakh, Abovyan and Aragyugh - the latter had recorded higher development compared the other two communities in Kotayk region. From this statement it can be concluded that children who attend to preschool, their families' socioeconomic conditions did not have as greater influence as the community factor - in particular the preschool factor, family members occupation - how long they spent with children and other factors. The qualitative analysis shows that the socio-economic situation does affect the children's mood. Children from socially vulnerable families are withdrawn and less sociable.

Figure 62 shows children progress (males and females) who attend to preschool and who don't in Kotayk region. At the beginning of the year, the development level of boys attending to preschool was higher than for girls attending to preschool (per one child's average who gave correct answers). However, at the end of the year, the Pictureture changed except for Aragyugh, where again boys' average indicator exceeded girls. For those who did not attend to preschool, the development difference between boys and girls were irregular in different communities, however, the Pictureture changed at the end of the year except for Abovyan, where the dominance of girls' knowledge level were kept at the yearend as well. As the boys and girls knowledge levels differ randomly at the beginning of the year and at the yearend, as well as in different communities then no knowledge advantage is noticed driven by gender.

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Kotayk

30 Target group (beginning of year) Target group (end of year) Control group (beginning of year) Control group (end of year) 26.33 26.25 26.20 25.29 24.80

25 23.60 23.00 21.83 21.60 19.86 19.80 19.75 19.57 19.40 19.00

20 18.50 18.40 18.13 17.33 16.33 16.33 15.67 15.40 15.17 15.00 15.00 15.00 14.75 14.14

15 13.50 13.00 11.00 9.50 10 9.17 8.17 6.67

0 Good Average Bad Good Average Bad Good Average Bad Abovyan Kasakh Aragyugh

Figure 61The progress of children depending on their families' social demographic conditions - those who attend to preschool and those who don't in Kotayk

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Kotayk

Target group (beginnig of year) Target group (end of year) Control group (beginning of year) Control group (end of year)

25 20.30 20.17 19.63 19.60

20 18.83 17.83 17.18 16.73 16.67 16.33 15.75 15.00 14.60 14.60 14.40 14.40

15 14.00 13.00 12.88 12.55 12.50 12.33

10 9.30 6.38

0 Male Female Male Female Male Female Abovyan Kasakh Aragyugh

Figure 62 Gender driven progress of children who attend to preschool and those who don't in Kotayk

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While Aragyugh was leading among children who were and were not included in Kotayk region preschools, for the level of their development at the beginning of the year and at the yearend, despite their families' socioeconomic conditions, same cannot be said for Gegharkunik region. Figure 63 shows that at the beginning of the year and at the yearend among children who were and were not included in preschools Chambarak children are more educated compared to Martuni and Dzoragyugh communities - despite their families' socioeconomic conditions. At the end of the year none of the communities lead the table. Moreover, each correct answer given per child, considering different communities and families' with different socioeconomic position, are differing largely. This means that on the development of a child, their families' socioeconomic conditions did not have much influence, thus giving possible comments on this matter is becoming impossible.

Figure 64 shows gender description for children who did and did not attend to preschool in Gegharkunik, by children progress. As for Kotayk and so for Gegharkunik regions, the results of the boys and girls, in different communities, differ from each other irregularly both in the beginning of the year, and at the yearend. This again states that no advantage driven by gender exist for educational matters.

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Gegharkunik

Target group (beginning of year) Target group (end of year) Control group (beginning of year) Control group (end of year) 25 22.00 21.00 20.33 20.00 19.00 19.00

20 18.83 18.00 16.83 16.75 16.33 16.33 16.00 15.67

15 13.75 13.67 13.00 13.00 13.00 12.33 12.33 12.33 12.00 11.56 11.50 11.50 11.25 10.67 9.67 9.33 10 9.25 8.44 8.42 8.00 8.00

5 3.00

0 Good Average Bad Good Average Bad Good Average Bad Chambarak Martuni Dzoragyugh

Figure 63The progress of children depending on their families' social demographic conditions - those who attend to preschool and those who don't in Gegharkunik

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Gegharkunik

Target group (beginnig of year) Target group (end of year) Control group (beginning of year) Control group (end of year) 19.33

20 19.00 18.75 18.57 18.33 18.25 18 16.80

16 14.75 14.33 14.00 13.50 13.00 14 13.00 12.17 12.11 11.40 12 11.30 10.60 10.57 10.33 9.71 10 8.25 8.00 7.67 8

0 Male Female Male Female Male Female Chambarak Martuni Dzoragyugh

Figure 64 Gender driven progress of children who attend to preschool and those who don't in Gegharkunik

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The children attending to preschool and those who don't, only one community factors were presented at the beginning of the year in Gegharkunik in comparison with Kotayk region - despite the families' social-economical condition. Figure 65 shows that no community in Shirak region has a clear advantage in terms of educated children and the average of correct answers given in each community (taking into account the socioeconomic conditions) again, differ largely. This means that, for Shirak region, on the development of a child, their families' socioeconomic conditions did not have much influence, thus giving possible comments on this matter is becoming impossible.

Figure 66 shows gender description for children who did and did not attend to preschool in Shirak, by children progress. The irregular pattern of factors of boys and girls had been noticed in Shirak as well, so no advantage driven by gender exist for educational matters.

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Shirak

Target 23.33 group (beginning of year) Target group (end of year) Control group (beginning of year) Control group (end of year) 20.80 20.67 20.00 19.90 19.60 20 19.20 17.75 17.40 17.40 17.33 16.00 14.50 14.50 14.00 15 13.90 13.64 13.40 13.36 13.33 13.20 13.00 13.00 12.60 12.33 12.20 12.00 11.40 11.14 10.75 10.64 10.50 10.50

10 9.50 8.50 8.00

0 Good Average Bad Good Average Bad Good Average Bad Gyumri N23 Gyumri AKP Mets Mantash

Figure 65The progress of children depending on their families' social demographic conditions - those who attend to preschool and those who don't in Shirak

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Gegharkunik

Target group (beginnig of year) Target group (end of year) Control group (beginning of year) Control group (end of year) 19.33

20 19.00 18.75 18.57 18.33 18.25 18 16.80

16 14.75 14.33 14.00 13.50 13.00 14 13.00 12.17 12.11 11.40 12 11.30 10.60 10.57 10.33 9.71 10 8.25 8.00 7.67 8

0 Male Female Male Female Male Female Chambarak Martuni Dzoragyugh

Figure 66 Gender driven progress of children who attend to preschool and those who don't in Shirak

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7. GENERAL OVERVIEW/SUMMARY

This paragraph represents:

• overview of qualitative survey results • overview of quantiative survey results

o assessment overview of a child o overview of class observations • conclusions • ways of solving current problems In general, executives of the micro program, tutors and parents state that this micro program has its positive influence on children development dynamics. Both in the beginning of the year, and at the yearend Kotayk region leads among Gegharkunik, Shirak and Kotayk regions.

7.1. Overview of qualitative results

Thus, the obtained and generalised results of the field visits made in the beginning of the year and at the yearend lets us to draw the following results:

• The distance of a preschool from regional centre did not anyhow affect a preschool's operation. • An influential factor onto a preschool can be rural or urban community: both for organising physical environment, and expectations from preschool. • Unemployment rate both in urban, and rural communities, had been very high. And main source of income been overseas employment - because of which the main socioeconomic difficulties had fallen under the responsibility of women. Because of this factor, the constant tension affected relations with children. The main areas of employment in rural communities were agriculture and breeding where involvement of women had been greater. At the same time, it's worth noticing that agriculture never been the main source of income but the main factor for survival. • There had been greater demand for children to be accepted into preschools, but because all the groups were full, the children had never been accepted .

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• Parents gave importance to preschools role, as the child learns socially accepted norms, behavioural models, and got ready for school. The parents being overloaded in their daily routine never allowed them to be involved in the preschools daily operations, moreover, the long-day regime was more desirable. • It can be said, not that the population of the community played major role for successful operation of the preschools, but the number of children attending to preschool. At the yearend field visit, noticeably the number of children in preschools have risen. On one hand, the continuation of the program is not endangered and is not worrying, but on the other hand higher involvement of children creates other problems. Given the preschools financial difficulties, where the financial means are not enough to have two tutors and/or assistant, the tutors do not have a chance to pay more attention to the individual developemnt of every child. • The preschools development are largely dependent on communities' state budget, active participation of the community leader, the social connections of the head teacher, etc. This is why preschools financial stability has direct impact on children development. A little unstable situation is created because yet it is unknown the financial source and amount that will be allocated for the preschools for their second year of operation. For all the preschools the municipality showed greater assistance. But because the financing is for one year period, thus planning and forecasting is not productive. Financial difficulties affect the update of needed applications/equipment, creating and maintaining eating and sleeping amenities (hot meal, beds). Other than this, the quality of given services by tutors suffers because of the lower rate of tutors' wages which in turn does not motivate them. There has been preschools that did not have place for an assistant, however the position of an assistant was much needed because it is very hard to organise a class for 25-30 children, to organise dining, safety and hygiene - some of these above said were affected while implementing others. • The base of the preschools creation largely influenced the success of the program. Those that have kindergarten base provided the children with free and ease development - given the physical environment of a kindergarten. In general, in kindergartens it is a lot easier to organise the dining, sleeping amenities, providing the

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rooms with diversity. Same cannot be said for schools (in terms of organising the dining except the schools where UN's food program had worked). Those preschools that are based in schools, for a child, the integration process to school life is much smoother because a child already knows the discipline, events, and participates in the events made specifically for elementary pupils. • Per parents and tutors opinion, the optimum working day for a preschool is the long- day regime (09.00-17.00) which will enhance the ongoing education. • In general the preschool staff had a clear vision about the program but not always they could fully implement it. Deep interviews with tutors showed that child-centered approach was dominant in the preschools. The tutors mainly concentrated on linguistic and cognitive subjects, leaving other fields behind - in particular, not only emotive field has not been valued, but also never was given a preference. • Because all the preschools were newly opened, the teaching agenda was novelty for all and tutors did not fully imagined integrated child-centered teaching principles and methods, situational approach, which can be because of the lack of experience despite previous experience of some tutors. Gyumri N23, Kasakh, Abovyan, Marutuni, Chambarak preschools' tutors were ditinguished, who made creative approach in organising classes, tried to fetch children with new and interesting classes. • By the communities the preschools perceived as institution prior to attending to schools, where children can get ready to school, socialise, be educated, be safe, dine, and use developing and occupying equipment/application. Changes recorded at the beginning of the year and at the yearend • As for the changes in the physical environment it can be said that at the end of the year few centers been added, other centers been equipped with needed items, and handmade items been added. • The tutors adopted to the new teaching approaches, however, in some cases, some of them could not reveal themselves from the scope of traditional teaching and are still loyal to the idea that children must be guarded and no independence and freedom should be given. In general, the tutors gave importance to trainings and expressed their satisfaction but at the same time, they did state that the training material was full and lack of practical work missed largely. For instance it would be more impressive

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and practical, for the exchange of experience, to organise class hearings for tutors in the region's successful preschool. • Deep interviews with parents, whose children did not attend to preschool, shows that the lack of information about preschools was missing among parents, or their children did not attend to preschool because of the absence of transportation, or misinformation (not knowing the fact that preschools are free which in turn did not create motivation to get to know full conditions), or they have someone at home who looks after the children. • The children who had difficulties to adapt to preschool, loosen the social bond with their mother. Moreover, the children tried to become identical with their tutor. In turn, the parents valued tutors job greatly, because, the result was that children have acquired new knowledge, learnt the behavioural rules, communication skills, overcome being shy and self-contained - in one word, they are ready for school.

7.2. Overview of quantiative survey results

7.2.1. Assessment overview of a child

Thus, by analysing the children development dynamics for one year period, for children who attend to preschool, and comparing the testing results of children who did and did not attend to preschool, the following conclusions can be drawn:

1. The testing and retesting results of children who attend to preschool, at the completion of the program we can note that an increase been recorded in General math knowledge subfield's (3) Number recognition, (10) Time reading factors. Also, Early reading subfield's (8) Letter recognition factor.

2. Testing and retesting results of children who did not attend to preschool, maximum increase been noted in General math knowledge subfield's (9) Recognition of left- right, Logic and thinking subfield's (11) Recognition of similarities-differences factors. A negative increase been noted in Oral speech perception subfield's (7) Responce to multistep instructions factor.

3. In general, the testing and retesting results of children who attend to preschool exceed the results of children who did not attend to preschool.

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4. For all the children, analysing the testing and retesting results, an increase been recorded in (1) General math knowledge and Early reading subfields.

5. Data analysis for each region

• The testing and retesting results of children who attend to preschool in Gegharkunik region show that an increase recorded in General math knowledge subfield's (3) Number recognition, (10) Time reading factors, as well as Logic and thinking subfield's Forming stereotypes, Early reading subfield's Letter recognition factors. In general, the testing and retesting results of children who attend to preschool exceed the results of children who did not attend to preschool. With regard to children not attending to preschool, their testing results, largely, exceed the retesting results.

• As it's been said above, the leading region was Kotayk among three regions in the beginning of the year and at the yearend. For this region, the testing and retesting results of target group, we can see that an increase was recorded in General math knowledge subfield's (10) Time reading factor, Logic and thinking subfield's (11) Recognition of similarities-differences, Early reading subfield's (1) Printed text and (8) Letter recognition factors. For Gegharkunik region as well as for Kotayk region, the testing results of children attending to preschool, almost by all factors, exceed the testing results for children who did not attend to preschool, and for retesting results, by all factors, they exceed the results of those who did not attend to preschool. The retesting results of children who did not attend to preschool exceed their testing results almost by all factors.

• All three preschools in Shirak region, in general, did make the program successfully. An increase been noted in General math knowledge subfield's (10) Time reading, (3) Number recognition, (6) Basic math knowledge factors, Logic and thinking subfield's (4) Forming stereotypes factors. In Shirak region, the testing results of children attending to preschool exceed the testing results for children who did not attend to preschool, and for retesting results they exceed the results of those who did not attend to preschool. However, the testing results

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of children who did not attend to preschool exceed their retesting results almost by all factors.

7.2.2. Overview of class observations

Thus, by analysing the class observation cards in the preschools for the beginning of the year and for the yearend, the following can be said:

1. The general analysis of all the 8 factors included in the observation card, we can say that Questions and Objective factors have their maximum possible representation, and the lower factor was the Time factor.

2. The analysis of factors for all 9 preschools, shows that the Objective factor has maximum representation /100.00%/ in Martuni, Kasakh, Abovyan, Aragyugh, Dzoragyugh, Gyumri N23, Gyumri AGP. Questions factor also has maximum representation in more than half of the preschools. The Time factor do not have maximum representation in any preschool apart from Abovyan, where it is at its maximum possible /90.00%/.

3. Only in Dzoragyugh, among three preschools of Gegharkunik region, there are below average marks for class observation. Martuni and Chambarak, in general, implemented the program quite successfully. Class observation analysis for the region allows to say that Objective, Educational activities, Questions and Tutor skills factors have higher indicators. The Time factor has the lowest indicator.

4. Class observation analysis in Kotayk region allows to state that all the factors have higher indicators apart from the Time factor.

5. Class observation analysis in Shirak region allows to state that all the factors have above average indicators apart from the Time factor. The maximum indicator has Questions factor.

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CONCLUSIONS AND RECOMMENDATIONS

All the minimum conditions were provided in the preschools to organise daily preschool activities. However, there are problems, solution of such will increase the efficiency. For this reason, below, are few points.

1. Physical environment

• All the preschools were renovated, the rooms dedicated to preschool did meet the predefined norms and standards in terms of renovation, safety, children sizes, reachibility and cleanness.

• Majority of preschools were provided with hot and cold water, few preschools had cold water only.

• All the preschools had central heating system except for Aragyugh, where the heating was provided using electrical heaters. Although there was a central heating system and electrical heater, there was a temperature deficit only in Gyumri AGP.

• Workshops/centers were mainly decorated. There were centers which were not separated but had many items. The majority of preschools did not have open air playground. The ones which had playground needed immediate renovation as the equipments were old. All the preschools had tech center (in some cases the set up of tech center was higher than the children height), however, it's been controlled by the tutors only. This problem was born because of the deficit of wardrobes/shelves or other equipement.

• The purchase of educational and training materials, it can be said, was pushed to the background at the workshops. For this case the budget allocation was not spent optimally.

• Because mainly all the preschools were full and in some cases the tutors did not have position for an assistant it would have been desirable to have that gap filled because tutors not always cope with daily challenges - organising classes, safety and hygiene provision, etc.

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• Some kindergartens strongly felt the absence of speech therapist and psychologist. The tutors tried to fill this gap which brought additional difficulties in organising efficient daily agenda.

• For the continuous operation of the preschools the head teacher did not concern much as the financing of the preschools is now from the state budget.

2. Parents whose children attend to preschool

• The parents of children attending to preschool, wished the preschool had more classes (foreign languages, dancing, music, etc)

• In some preschools, particularly those that are on a school or kindergarten based, hot and cold meal was provided. On a school based preschools, cold meal was provided but sometimes children had to bring the cold meal from home. This, because of the socioeconomic conditions, can leave traces on children psychology as the meal brought from home can largely differ from each other.

• The parents wish was also to change the regime of preschools operation from short day regime to a longer one and the preschools to provide children with sleeping amenities.

3. Children development

• Children who attend to preschool had better retesting results compared to testing results. Also, compared to retesting results of children who did not attend to preschool, the attendees had better results. This proves that a preschool had played major role in a child development.

• After the analysis, it had been clear that in three regions, there is no clear link between the families' socioeconomic conditions and a child's development level. In return, the socioeconomic condition of families has direct affluence onto a child's circumspection making him/her unsociable, constrained and self- contained.

• A child's sex did not play any role in making them more developed or not.

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4. Class provision

The classes mainly were provided according to standards predefined by the preschool. However, it is worth mentioning that in the classes' agenda the Time factor had not been taken into consideration. During classes, the tutors successfully cope with the current methods, ensure the child's active learning process, showed individual approach, created environment for the children to interact with each other, etc.

5. Training

All tutors who had trainings expressed their satisfaction - the trainings were abundant, however trainings lacked the practical part.

6. Children not attending to preschool

6.1 There was information deficiency about preschools' operations among parents whose children did not attend to preschool

6.2 Providing appropriate number of children who did not attend to preschool few problems have risen

• per methodology the children who did not attend to preschool had to be chosen from auxiliary communities

• in all regions the number of tested children who attended to preschool exceeds the number of children who did not.

• thus, providing gender, age and quantitative distribution visits to auxiliary communities were made (in cases, there were no needed number of not attending children in an auxiliary community, another community was chosen a bit further away until the predefined number was met)

Recommendations

• Continue to maintain the micro program financing from the state budget

• Those preschools where the meal is brought from home, organise it in a way that everyone gets the same meal.

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• Use any given possibility to assist the preschool in:

1. Building and furnishing outdoor playground.

2. Increasing the financial resources, giving a chance to add number of groups in those preschools where the number of children or those who want to attend to preschool is rising

3. Where needed and where the latter is possible to organize, provide with daily regime and sleeping amenities

4. Regularly fill with needed equipments - literature, technology, toys, didactic accessories and sporting properties.

• If needed take measures to have speech therapist and psychologist services in preschools. Based on the needs of children attending preschool, setting up inclusive group.

• Establish criteria for evaluating the work of tutors and their assistants. Conduct monitoring and based on the results, the tutors who have higher indicators present them in other preschools so that this will enhance the health competition.

• Keep a close eye on tutors and their assistants oral literacy.

• Where possible organise additional classes for children

• Make the preschool staff training on a regular basis and make exchange of experience in sucessfull preschools of the region by the means of class hearings.

• Give higher preference to educational and training materials lines in the budget, giving importance to having enough materials for classes - because these have greater influence on an environment where a child develops. This particular line in the budget should have sublines where it can clearly state the quantity of each equipment preschool needs to have per year to better organise classes.

• To spend the budget in the most optimum way, each region can organise wholesale purchase of furniture and teaching and training materials. As a result all the preschools will have similar furniture with the same price, will match the child's

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development standards (quality, color, etc). Other than that, while purchasing wholesale, the price is obviously cheaper.

• Separation of workshops/ working centers (as states the training), because clear arrangement of accessories will enhance the sense of neatness and order among children.

• Regularly carry out works in giving coverage to preschool activities via media.

• Give a chance to parents, whose children do not attend to preschool, to participate in thematic events to get to know the preschool operations and to assist in decision making process whether they want their child to be part of preschool or not.

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