Abstract:
The purpose of the study was to examine the effect of learning corners on the
preschoolers’ learning outcomes in early childhood education in the Ga-East
Municipality. This study adopted a mixed-method approach and the convergent
mixed-method design. The multistage sampling techniques were used to select 35
facilitators for the study. Closed-ended questionnaires and structured interview guide
were used to collect data from the participants for the study which were analyzed
using descriptive statistics like frequency count and percentages for the quantitative
analysis and the qualitative phase was analyzed thematically. The findings of the
study revealed that, though all the participants who responded to the study stated that,
they use learning corners, not all learning corners were utilized in their schools.
However, the dominant learning corner used by facilitators was make-belief / role
play corner as it is easily arranged and far less expensive in setting up than others like
the natural corner which involves purchasing natural objects for building a corner and
may sometimes involve interfering with the natural environment with plants and
others. It was further revealed that learning corners have immense influence on the
development of the children such as children learning to explore, investigate and
experiment, learning the benefits of nature, beginning to think and learn about things
around them, bringing out nurturing qualities in children, developing social skills such
as children collaborate with others among others. Finally, the study revealed that there
were not adequate materials in some schools to be used to set up the learning corners.
It was concluded that facilitators and inadequate materials are some of the key factors
that influence learning corner utilization. Based on the findings of the study, it was
recommended that the importance of learning corners in preschools has to be
highlighted for the facilitator. Also, The Ministry of Education through GES should
offer more service training to the facilitators about learning corners in preschools.
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 requirements for the award of the degree of
Master of Education
(Early Childhood Education)
in the University of Education, Winneba
