Pre-school teachers’ perception on best practices in early childhood education in the Kassena Nankana Municipality

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.