Abstract:
The purpose of the study was to find out the pre-school teachers’ perception on best
practices in early childhood in the Kassena Nankana Municipality. A descriptive
research design was adopted for the study. The study employed quantitative
approaches through the use of self-developed questionnaires. The sample for the
study was 217 pre-school teachers. Purposive sampling technique was used to select
participants for the study. The data was analysed using both descriptive and
inferential statistical tools. The findings from the study revealed that pre-school
teachers were aware of and have knowledge about early childhood educational best
recommended practices. Also, results from the study indicated that even though
preschool teachers had knowledge about the early childhood best practices; they did
not apply or implement them in the classroom. Some barriers including lack of
teaching learning materials hindered the implementation of early childhood
educational best practices among pre-school teachers in Kassena Nankana
Municipality. It was recommended from the study that, the Ministry of Education
should ensure that the developmental goals and objectives in the early childhood
development curriculum reflected local values and informed approaches to classroom
practices. It was further revealed that the curriculum should also reflect the customary
practices, traditions, and rituals that touched the lives of children in various cultural
contexts and encourage the participation of children in the everyday activities of their
community. Early childhood teachers should be given professional training.
Description:
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