http://41.74.91.244:8080/handle/123456789/25 Sat, 04 Apr 2026 12:33:47 GMT 2026-04-04T12:33:47Z http://41.74.91.244:8080/handle/123456789/2082 The impact of play pedagogy on language development of pre- schoolers in the Kumasi Metropolis Amanfi, H.K. The study investigated the use of play as a teaching strategy for language skill development for pre-schoolers in Kumasi Metropolis. The project investigates how various types of play influence development of preschool children language skills, how the availability of play materials influence the development of preschool children language skills, the role of teachers on play and their influence on the development of preschool children language skills, how the school policy on play influence the development of preschool children language skills. The study's sample size was 133 which comprised 40 Early Childhood Education teachers and 93 learners. Data was collected from teachers using closed and open-ended questions, and the results were analysed qualitatively and quantitatively. A questionnaire was also created in order to elicit responses from the pre-schoolers. The close-ended questions from the questionnaires were analysed quantitatively using frequencies, percentages, and descriptive statistics, whereas the open-ended questions and responses from the learners were thematically analysed based on significant emergent themes. A descriptive survey method and secondary data sources were used to design the study. Purposive sampling was also used to choose the teachers and students. According to the findings, teachers must ensure that play materials and activities is based on the children‘s interest, age and skill level. It is therefore recommended that teachers ensure to help and promote children's development in a variety of areas, including cognitive, physical, social, and emotional development. For example, providing age appropriate puzzles, building blocks, and art materials, among others. A Dissertation in the Department of Early Childhood Education, Faculty of Educational Studies, submitted to the School of Graduate Studies in partial fulfilment of the requirement for the award of the degree of Master of Education (Early Childhood Education) in the University of Education, Winneba Sat, 01 Jan 2022 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/2082 2022-01-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/2064 Perceived factors affecting the provision of Early Childhood Education in the Bolgatanga Central Municipality Abilba, F. The study sought to investigate factors influencing the provision of Early Childhood Education in the Bolga Central Municipality. The study was guided by four research objectives which were to identify parental factors that influence ECE provision, identify school-related factors that influence ECE provision, investigate teacher related factors that influence ECE provision and determine pupil-related factors that influence ECE provision in the Bolga Central Municipality. The study adopted a descriptive survey design. The accessible population for the study comprised 100 ECE teachers in the Municipality. Census sampling technique was used to select the sample population for the study. Questionnaire with close-ended items was used to collect relevant data for the study. Data collected were analyzed using descriptive statistical tools such as frequencies, percentages, mean and standard deviation with the help of Statistical Packages for Social Sciences (SPSS) version 23. It was revealed in the study that, ECE teachers at Municipality believe and perceive parental factors, school-related factors, teacher-related factors and pupils-related factors to play critical roles in the provision of ECE, education of children and in the long run influence the academic performance of children. It was concluded that these factors are critical to the education and development of children as they influence the learning process and academic performance of children in the long run. It was recommended in the study that; the leadership and authorities of the schools in the Municipality should encourage parents to participate and be involved in the education of their wards. Also, the schools should provide the needed materials and create conducive environment for children learning. In-service training should be organized for teachers so as to abreast their knowledge and methodologies of teaching children A dissertation in the Department of Early Childhood Education, Faculty of Educational Studies, submitted to the School of Graduate Studies, in partial fulfilment of the requirements for the award of the degree of Master of Education Early Childhood Education in the University of Education, Winneba Sat, 01 Jan 2022 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/2064 2022-01-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/2062 Parental involvement in the implementation of inclusive educational practices in kindergarten schools in the La Nkwantanang Municipality Febiri, L. The study set out to investigate parental involvement in the implementation of inclusive educational practices in kindergarten schools in the La Nkwantanang Municipality. Case study design was adopted for the study. Purposive sampling was used in selecting the 20 participants for the study. Data obtained from interviews and focus group discussions were processed and analyzed using thematic Analysis. Data from audio recorded interviews and focus group discussions were transcribed and translated from Ga and Twi to English to ease the process of analysis. After the transcription as per category of data, the recorded information was written down systematically and chronologically citing important aspects of the dialogue. The study was based on worked with children with special needs and presented a model of partnership between parents and school management. Methods for data collection included focus group discussions and semi structured interviews. The study findings showed that parents had interest in supporting their children‟s‟ inclusive education through buying scholastic materials, fees and food contributions. Poverty was the major barrier to parental involvement in the education of children with disabilities. It was revealed that lack of knowledge in Braille and braille writing slates by parents; severity of the children‟s‟ disabilities to some extent prevented them from helping their children with homework. Conclusions drawn from the study among others include parents escorting their children with disabilities to and from school and providing for their children‟s‟ necessities. Similar recommendations include government to work with development partners to empower parents of CWDs economically. A dissertation in the Department of Early Childhood Education, Faculty of Educational Studies, submitted to the School of Graduate Studies in partial fulfilment of the requirement for the award of the degree of Master of Education (Early Childhood Education) in the University of Education, Winneba Sun, 01 Jan 2023 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/2062 2023-01-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/2056 Inclusion of learners with special needs in the kindergarten education A case study at Kyerematen Basic School in the New Juaben South Municipality Opoku, B.A. The purpose of the study was to assess the inclusion of learners with special needs in the kindergarten, a case study at Kyerematen basic school in the New Juaben south municipality. To achieve this, descriptive survey was adopted. The study was conducted involving 75 teachers from In Kyerematen Basic School in the New Juaben South Municipality. Questionnaires were used to elicit responses from selected teachers. The data was analysed with the help Statistical Package for Social Sciences (SPPS version 25) to produced descriptive statistics (means and standard deviations). It was emerged from the study that teachers in Kyerematen Basic School in the New Juaben South Municipality have a major to play in inclusion education practice. Some of roles include the fact that teachers are to make school compound comfortable for pupils with disabilities, teachers are to make sure that pupils with disabilities are not stigmatized by those pupils without disabilities etc. On the issue of effectiveness of inclusive education practices in Kyerematen Basic School in the New Juaben South Municipality, it was evident that inclusive education is effective in the school. Finally on the challenges, it was revealed that the practicing of inclusive education is challenged with a lot of factors. This include Inclusive education is stressful when teachers lack skills in dealing with disabilities, lack of proper teaching and learning materials that would help accommodate the learners with disabilities is a challenge with inclusive education. It was recommended that parents should be made aware that their services are very important in the education of their children, and that their involvement will be of much value. A dissertation in the Department of Early Childhood Education, Faculty of Educational Studies, Submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Education (Early Childhood Education) in the University of Education, Winneba Sun, 01 Jan 2023 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/2056 2023-01-01T00:00:00Z