Influence of learning corners on preschoolers’ learning outcome in early childhood education in the Ga-East Municipality

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.