Teachers’ use of integrated approach of the 2019 Kindergarten curriculum in Kwahu South Municipality

Abstract

The purpose of this study was to assess teachers‟ use of the integrated approach pedagogy of the 2019 Ghana National Kindergarten Curriculum in Kwahu South Municipality. The study adopted a case study design. the sample for the study was 12 teachers. Purposive sampling technique was used to select the study sample. Observation guide and semi-structured interview guide were the instruments used for the data collection. The data from the study were analysed thematically whereas content analysis was used for the observation data. Findings from the study revealed that the teachers were proficient in using the integrated approach, yet they did not have deeper knowledge of the types of integrated approach pedagogy that they needed to use at different stages of their teaching and learning process. Inadequate classroom blocks, play grounds and equipment, teaching and learning resources were some of the challenges revealed. To improve the use of the integrated approach, adequate classroom blocks, child-friendly play grounds and equipment, teaching and learning resources must be provided to the schools by the Kwahu South Municipal Education Directorate to facilitate early childhood teachers use of the integrated approach in their classrooms. The study concluded that the use of the integrated approach could be successful if the teachers competently use the integrated approach when adequate professional development programmes are offered to the teachers. The research recommends that teachers should be encouraged to attend workshops, conferences, or professional development opportunities focused on integrated teaching strategies. Staying up-to-date with best practices can enhance teachers‟ effectiveness in the use of the integrated approach pedagogy.