Teachers Understanding of Early Childhood Curriculum: Are Trained Teachers Better?

Abdulai, A

dc.contributor.author	Abdulai, A
dc.date.accessioned	2023-04-06T12:08:14Z
dc.date.available	2023-04-06T12:08:14Z
dc.date.issued	2013
dc.identifier.issn	ISSN 2224-607X (Paper)
dc.identifier.issn	ISSN 2225-0565 (Online)
dc.identifier.uri	http://41.74.91.244:8080/handle/123456789/1895
dc.description	Article	en_US
dc.description.abstract	This study addressed early childhood educators; teachers’ understanding and roles in curriculum development and implementation in early childhood programs. In all, 97 teachers from three districts in northern Ghana participated in the study. Two research questions guided the study. The data generated were subjected to descriptive statistics and analysis of variance. The study found among others, that trained teachers were neutral on both questions, whiles untrained teachers disagreed. This perception was consistent with the associated literature. The findings revealed the need for a total re-orientation of the educational program for teachers and a call for partnership between teachers and curriculum developers in the curriculum process. Keywords: Early Childhood Education, Ghana, West Gonja, Curriculum.	en_US
dc.language.iso	en	en_US
dc.publisher	Published in Developing Country Studies	en_US
dc.relation.ispartofseries	;Vol.3, No.11
dc.subject	early Childhood Education	en_US
dc.subject	Ghana	en_US
dc.subject	West Gonja	en_US
dc.subject	curriculum	en_US
dc.title	Teachers Understanding of Early Childhood Curriculum: Are Trained Teachers Better?	en_US
dc.type	Article	en_US