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teaching religious education. (82 %) teachers agree that storybooks are given to the children. (80%) agree that dramatic readings are given to the children. (86%) of the respondents agree that summer reading is given to the children. (94%) of the respondents agree that prayers are memorized. (91 %) agree that Thought for the day is given to the children. (91%) agree that the teacher behaves as a role model. (88%) agree that role-playing is used as a tool for learning religious education.(86%) of respondents agree that assembly lectures are prepared and presented by the teachers.

 (82%) of the respondents agree that prepared environment is given to the children. (81%) agree that color it (shapes etc) type activities are given to the children. (79%) agree that the children make things with rods. (86%) agree that the children make things with clay. (77%) agree that doll making is taught to the children. (87%) agree that house making is used as tool for creative thinking of the children. (92%) agree that constructive plays are arranged for the children. (84%) agree that demonstration is used as a tool for creative thinking of the children. (81%) agree that teacher plays his role as a coworker in the creative work of the children. (82%) agree that laboratory work by the children is encouraged. (91%) agree that block building is also used as a tool for creativity enhancement. (94%) agree that solve it (puzzles) type activities are given to the children.

Imitation is the most preferred strategy (35%) by the early childhood educators for teaching language, while questioning and lecture method are the second preferences of the educators (23%). Drill method is the most preferred strategy (38%) by the early childhood educators for teaching mathematics, while Puzzles are the second preferences of the educators (23%). Experiment, exhibitions and study tours are the most preferred strategy (30%) by the early childhood educators for teaching science. Assembly lectures are the most preferred strategy (38%) by the early childhood educators for teaching social studies while, field trips and dramatic plays are the second preference (23%) each. Modeling is the most preferred strategy (45%), while, by the early childhood educators for teaching religious education Verbal instruction is the second one(24%) and Questioning strategy the third preference (15%). Constructive play is the most preferred strategy (38%) by the early childhood educators for teaching creativity. while, Demonstration is the second one (32%) and Teacher as coworker the third preference (23%). Almost 61% educators say that there is no guide available to them. The most common deficiency is training (45%) given to the educators ,big classes (26%), less time(20%),pay scale (24%) are the responses of the educators.

Almost 44% children were involved in learning. Almost 56% children were enjoying learning. Almost for 22%children, activities were being done for physical health when observed during their learning time. To almost 77% children, positive reinforcement was being used for their learning.  Almost 78 % children were not learning habits of cleanliness and health. All the five senses of almost only 11%children were being trained to learn. Almost 67% techniques employed by the educators did not ensure safety. Almost only 22% children were getting instruction by more than one method of teaching Almost 67% activities were focusing on the growth patterns of the children. There was freedom for almost only 33% children to choose one activity or the other. Almost only 44% classroom atmosphere was free of any tension and weather intensity. Almost 56% children were encouraged to be silent in the class, 44% children seemed fully involved in learning with both the mind and the body. Almost only 44%children were engaged in activities like drama, simulation etc. 44% children were provided with facilities like play apparatus, sand play, water play and gardening. Almost 67% children seemed having emotional touch with the educator. The things being taught to the children were shown to 44% children.  44%children were learning the concept of colors with the help of the things of those colors, i. e. blocks, garments and balls. Almost 89% children were learning the concept of seriating with concrete things. 44% children were learning the concept of shapes by tracing, cutting and pasting. Almost 56% children were learning the concept of opposites through different objects available in the class. 33% children were learning the names of the foods at the snack time. Almost 56% children were learning counting with the help of the things around instead of rot memorization.  44% children were learning science concepts through observation and experiments. Almost 56% children were learning to follow the rules. Almost 67% children were learning school habits. Only 33%children were learning reading skills by play way method. Only 33% children were learning writing skills by play way method. Almost only 33% children were learning speaking skills by play way method. 44% children were learning listening skills by play way method. Almost 89% children were learning to follow the routines in daily life. Almost 56% children were learning cultural values through stories told by the educator. Almost 56% children were learning cooperation with others through play activities. 44% of children were able to understand social norms by the help of conversation. 44%children were learning civic responsibilities and other manners inside and outside the class. Almost only 11%children had opportunities to read storybooks having moral and social lessons Almost 45% children were learning love for country and nation through dramas, stories and games.

There is no guide available for the early childhood educators. 61% educators say that there is no guide available to them. It shows that there is need for a teacher’s guide for this level. The most common deficiency is training given to the      educators ,big classes ,less time, pay scale are the other responses of the educators. So, these are the problems, which should be solved as soon as possible.
Majority of respondents agree that instructional strategies for teaching languages can be imitation, verbal instruction, use of questioning strategy, use of lecture method, providing storybooks to the children, repeated presentation of the poems, showing films and videos to the children, listen, follow instructional strategy in games and in plays (dramas etc), discussion based on pictures, strategy of using dramatic play and telling stories to the children.
Majority of respondents agree that instructional strategies for teaching mathematics can be drill method, problem-solving strategy, questioning strategy, teaching activities regarding mathematics integrated with other activities and other activities integrated with mathematic activities, writing used as a tool for learning counting and addition, Puzzles to solve math problems, songs and poems focusing on rote memorization, math concepts to be learnt through plays and use ofblocks.
Majority of respondents agree that instructional strategies for teaching science can be learning science concepts by experiments, exhibitions, Carrying out study tours, project based learning, group problem solving strategy, whole class discussion, demonstration of science related objects, laboratory work, questioning strategy and class gardens made for understanding botany related concepts.
Majority of respondents agree that instructional strategies for teaching social studies can be field trips, storybooks and textbook, having knowledge related to society, given to the children, celebrating festivals, assembly lectures, memorizing national songs, dramatic plays, classroom discussion, telling historical stories to children.
Majority of respondents agree that instructional strategies for teaching religious education can be modeling, verbal instruction, questioning strategy, lecture method, storybooks and dramatic readings, given to the children, summer reading, memorizing prayers, Thought for the day given to the children, teachers behave as  role models, role-playing and assembly lectures related to religious education.
Majority of respondents agree that instructional strategies for teaching and developing creativity can be prepared environment, color it (shapes etc) type activities, children make things with rods and clay, doll making, house making, constructive plays, demonstration, teacher plays his role as coworker in the creative work, laboratory work, block building  and solve it (puzzles) type activities.
It is concluded that some instructional strategies can be used for multi purpose teaching, as modeling can be used for teaching language and religious education, demonstration can be used for teaching science concepts, and developing creativity, questioning strategy can be used for teaching language, mathematics, science and religious education, discussion can be used for teaching language, social studies and science, providing storybooks can be used to teach language, social studies and religious education, verbal instruction can be used to teach language and religious education, dramatic plays can be used to teach language and social studies, memorizing can be used to teach mathematics, social studies and religious education, assembly lectures can be used to teach social and religious education, laboratory work can be used to teach science and creativity, tours and trips can be used to teach science and social studies, and finally,  puzzles and blocks can also be used to teach mathematics and creativity.

The researcher does following recommendations, after intensive study of the phenomena.

1. The following Instructional strategies should be used for teaching any language:

Imitation,
Verbal instruction,
Questioning

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