Abstract:
This study explored environmental prints and literacy development on children of
Sissala East Municipality in the Upper West Region of Ghana. The study identified
the types and designs of environmental prints that have the greatest potential to
impact on the literacy development of children. The study employed the quantitative
method of design to collect and analyse data in one single study. The study was
undertaken in 168 schools with 230 respondents made up of teachers sampled from
the Municipality. A questionnaire and observation checklist were developed and used
to collect data for the study. The study found that most private and public early
childhood teachers in the Sissala East had some basic knowledge and understanding
of environmental prints. The findings indicated that teachers in the Municipality
combine professional methods and techniques as well as literate rich environment
suitable for children age and ability to ensure literacy development. It was also
realised that most teachers encountered challenges including their inadequate
professional knowledge, age differences of children, special needs problems of
children, and inadequate prints in some activities of teaching. Findings indicated that
environmental prints had great influence on children literacy development in the areas
of digital literacy. The resaecrher recommended that the The Municipal Education
Directorate of Sissala East should make it a point to equip the teachers with skills
concerning the use of environmental prints to improve the teachers' understanding and
the use of environmental prints. Teachers should also be sensitized on regular basis on
the importance of their environmental prints about its practice that falls under
construction, administration and scoring.
Description:
A thesis 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 Philosophy
(Early Childhood Education)
in the University of Education, Winneba
DECEMBER, 2020