The use of phonics approach in teaching reading in early childhood centers in the Bolgatanga Municipality.

Abstract

This study examined the use of phonics in teaching reading in early childhood centers in the Bolgatanga Municipality. It drew on two theoretical perspectives: the bottom-up and top-down theories of reading, and the sociocultural theory of learning, particularly the concepts of the zone of proximal development (ZPD), scaffolding, and mediation. The qualitative research approach and exploratory case study design were employed. Fourteen (14) teachers from five early childhood centers were selected as respondents through critical case (purposive) sampling technique. Data were collected through a focused group discussion guide and observation checklist, and analyzed using thematic and cross-case analytical procedures. The findings indicated that the teachers at the selected early childhood centers had gaps in their knowledge of phonics, adapted the use of multiple phonics methods in teaching reading, faced diverse challenges in using the phonics approach in teaching reading, and focused on adaptation, collaboration and professional development as strategies to manage the challenges they encountered. In light of the findings, it was recommended that, continual workshops and training sessions should be organized to update teachers on the evolving methodologies in phonics teaching; teachers in early childhood centers should emphasize diverse teaching strategies that integrate visual, auditory, and kinesthetic methods when combining phonics components; educational institutions and leadership should establish mentorship programmes where experienced teachers guide newcomers or colleagues facing challenges; and early childhood centers should begin phonics education at an early stage, possibly even before Kindergarten, to familiarize children with the fundamental concepts.