Abstract:
The language chosen for instruction in early childhood settings plays a crucial role in
shaping children’s cognitive development, academic achievements, and overall
educational success. Since Ghana gained independence, the use of the Ghanaian
language as the medium of instruction in early childhood education has had a
checkered history. Currently, the language policy puts much emphasis on the use of
L1, or the Ghanaian language, as a medium of instruction in early childhood
education. Despite the increasing emphasis on the use of L1 in early childhood, there
needs to be more insight into how early childhood teachers perceive, utilise, and
confront challenges related to L1 instruction. The study explored Asutsuare D/A early
childhood teachers’ pedagogical practices regarding the use of L1 for instruction in
the Shai-Osudoku District. The study employed a qualitative research approach with
an intrinsic case study design. A critical case purposive sampling technique was used
to select a sample size of six (6) early childhood teachers in Asutsuare. The researcher
employed one-on-one semi-structured interviews and observation as tools for data
collection. All interviews were audio recorded, transcribed, and developed in coded.
Emerging themes and patterns guided the analysis of the data. The study revealed that
pupils find it easy to understand lessons when taught in their local language. The
study recommends that the school authorities should provide ongoing training and
professional development opportunities focused on integrating L1 effectively in early
childhood classrooms.
Description:
A thesis in the Department of Educational Foundations, School of
Education and Lifelong Learning, submitted to the School of
Graduate Studies, in partial fulfilment
of the requirements for the award of the degree of
Master of Philosophy
(Curriculum and Pedagogic Studies)
In the University of Education, Winneba
