Activities at Early Childhood Centers in Ghana - Observations of Early Childhood Teacher-Trainees

Oct 15, 2026

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The study investigated activities at early childhood education centers in Ghana, focusing on curriculum nature and use, environmental conditions, pedagogical practices, and assessment practices. Quantitative research engaged 136 final-year early childhood teacher-trainees in teacher-internship practice across Ghana’s 10 regions. A researcher-designed observation checklist captured data at selected centers. Results showed high satisfaction with teaching and learning conditions and a curriculum judged relevant and meaningful based on learners’ prior experiences. Pedagogical practices promoted learning, and assessment tools were viewed encouraging and appropriate, while gaps included a one-fit-all curriculum, restricted learner pacing, limited space for private study, and limited parental involvement in assessment evaluation. Recommendations emphasized flexible curriculum, educator training, and classroom design revisions.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages8

Reading Time20 min

AccessFree to download

Introduction

Statement of the Problem

Literature Review

Research Methodology

Results and Findings

Summary Conclusions and Recommendations

References

Bibliography

Activities at Early Childhood Centers in Ghana: Observations of Early Childhood Teacher-Trainees | Ahmed Abdulai1 | | | --- | --- | | 1 Department of Early Childhood Education University of Education, Winneba, Ghana | | | | | Abstract This study looked at activities at early childhood education centers in Ghana in the areas of; nature and use of curriculum, environmental conditions, pedagogical practices, and the nature and use of assessment. Using the quantitative research approach, 136 final year early childhood teacher-trainees engaged in teacher- internship practice in the 10 regions of Ghana administered a researcher designed observation checklist to a number of early childhood centers in the country. Findings that emerged were that participants were fairly satisfied with teaching and learning conditions at the different early childhood centers they visited, and that the curriculum used at the centers were relevant, meaningful, and based on learner’s prior experiences. The early childhood environment was described as one that enhanced teaching and learning. Pedagogical practices as seen by participants was one that promotes learning, and also assessment tools were described as encouraging and appropriate. Despite this encouraging information presented by participants, shortfalls such as a one-fit-all curriculum, learners not allowed to learn at their own pace, lack of space for private learning at classrooms, as well as lack of parental involvement in evaluating assessment data also emerged in the findings. Based on these, the study provides a number of recommendations of which include the need for flexible curriculum to carry on board all learners, the need for training for educators in the area of manipulating the curriculum to meet individual learner needs, and also a rethink of early childhood classroom architectural design to accommodate the learning needs of all levels of learners. Keywords: Early childhood education, Curriculum, Environment, Pedagogy, Assessment. Contents 1. Introduction ......................................................................................................................................................................... 75 2. Statement of the Problem .................................................................................................................................................... 75 3. Literature Review ................................................................................................................................................................ 75 4. Research Methodology ........................................................................................................................................................ 77 5. Results and Findings............................................................................................................................................................ 77 6. Summary Conclusions and Recommendations................................................................................................................... 80 References ................................................................................................................................................................................ 80 Bibliography ............................................................................................................................................................................ 81 Citation | Ahmed Abdulai (2017) . Activities at Early Childhood Centers in Ghana: Observations of Early Childhood Teacher-Trainees. Asian Journal of Education and Training, 3(1): 74-81. DOI: 10.20448/journal.522.2017.31.74.81 ISSN(E) : 2519-5387 Licensed: This work is licensed under a Creative Commons Attribution 3.0 License Funding: This study received no specific financial support. Competing Interests: The author declares that there are no conflicts of i

FAQs

What areas did the study examine in Ghana’s early childhood centers?

It examined the nature and use of the curriculum, environmental conditions, pedagogical practices, and the nature and use of assessment tools.

How was the research conducted?

A quantitative approach was used, involving 136 final-year early childhood teacher-trainees who conducted teacher-internship practice in 10 regions of Ghana. Data were collected using a researcher-designed observation checklist.

What challenges were identified despite generally positive findings?

The study reported issues such as a one-fit-all curriculum, learners not being allowed to learn at their own pace, lack of space for private learning in classrooms, and limited parental involvement in evaluating assessment data.

Oct 15, 2026

Uploaded by McGucket