http://41.74.91.244:8080/handle/123456789/742 2026-07-01T05:45:46Z http://41.74.91.244:8080/handle/123456789/5335 Implementation of universal design for learning in early Childhood Centres in the Adaklu District Adzator, G.A. The objective of this research was to investigate the application of Universal Design for Learning (UDL) within early childhood education centres located in the Adaklu District. The methodology employed for this inquiry was an exploratory case study design. This research utilised a purposive sampling approach. The participant sample consisted of 13 early childhood educators. The tools utilised for data collection comprised semi-structured interview guides. The data obtained from the research were subjected to thematic analysis. The findings indicated that early childhood educators in the Adaklu District perceive Universal Design for Learning (UDL) as a robust framework conducive to promoting inclusive, adaptable, and developmentally suitable teaching practices. Furthermore, the successful execution of Universal Design for Learning (UDL) in early childhood centres within the Adaklu District is contingent upon the reliable provision of inclusive teaching and learning resources, continuous professional development for educators centred on inclusive methodologies, and substantial collaboration with parents, communities, and nongovernmental organisations (NGOs). Additionally, the research uncovered that pedagogical strategies such as differentiated instruction, technology integration, environmental adaptation, and collaborative teaching are among the methodologies employed in the implementation of UDL. The results of the study further illuminated that challenges such as insufficient resources, inadequate training for educators, elevated teacher-learner ratios, lack of support, and adverse attitudes towards learners with disabilities constitute significant obstacles faced by early childhood educators in the Adaklu District in their efforts to implement UDL within early childhood education settings. It is consequently recommended that the Adaklu District Education Directorate, alongside pertinent stakeholders, prioritise the reliable provision of inclusive teaching and learning resources, encompassing assistive technologies, modified materials, and manipulatives to facilitate effective UDL implementation. A thesis in the Department of Early Childhood Education, Faculty of Applied Behavioural Sciences in Education, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Education (Early Childhood Education) in the University of Education, Winneba DEPARTMENT OF EARLY CHILDHOOD EDUCATION, FACULTY OF APPLIED BEHAVIOURAL SCIENCES IN EDUCATION UNIVERSITY OF EDUCATION, WINNEBA SEPTEMBER, 2025 2025-09-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5333 Implementation of play-based pedagogy in numeracy instructions in early childhood centres in the Nsuaem Circuit Sarkodie, P.F. The purpose of this study was to examine the implementation of play-based pedagogy in numeracy instruction within early childhood centres in the Nsuaem Circuit. The study adopted an interpretivist paradigm with an exploratory case study design. the population of the study was of 78 kindergarten teachers in 22 early childhood centres. The purposive sampling technique was used to select 14 kindergarten teachers in the Circuit. Semi-structured interview was the data collection instrument used in this study. The data from the study were analysed using thematic analysis to identify key patterns and themes. The findings revealed that educators view play-based pedagogy as effective for engaging learners, enhancing understanding, simplifying instruction, and promoting child-centred learning. The findings further revealed that kindergarten teachers in the Nsuaem Circuit commonly use counting games, storytelling, pattern recognition, shape activities, and measurement play to teach numeracy. It was also revealed that play-based pedagogy enhances numeracy by promoting hands-on learning, supporting diverse learning styles, encouraging critical thinking, and aligning with children’s developmental needs. Moreover, the findings revealed that kindergarten teachers in the Nsuaem Circuit face major challenges in implementing play-based numeracy instruction, including inadequate resources, insufficient training, large class sizes, limited time, and a lack of parental support. The study therefore recommends that the Tarkwa Nsuaem Municipal Education Directorate and related bodies prioritize continuous professional development to help teachers understand and consistently implement structured play-based approaches. Again, there should be the provision of adequate teaching materials, classroom expansion, reduced learner-to-teacher ratios, and time allocation for meaningful play. A Dissertation in the Department of Early Childhood Education, Faculty of Applied Behavioural Sciences in Education, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Education (Early Childhood Education) in the University of Education, Winneba JANUARY, 2026 2026-01-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5308 Exploring parental socio-economic activities and school attendance among early grade learners in the Ekumfi District. Donkoh, D. The study explored parental socio-economic activities and school attendance among early grade learners' in the Ekumfi District. The study was guided by the social reproduction and the investment theory. The interpretivist paradigm rooted in the qualitative approach was selected for the study. The study employed phenomenological design. The population however consisted all parents of pupils in Akwansa Kokodo D/A Basic School. However, the accessible population consisted of only early grade parents. Ten (10) parents were selected for the study by means of purposive sampling. The instrument used for data collection was semi-structured interview guide. A thematic analysis was adopted to analyze the data obtained. The study established that specific socio-economic activities undertaken by parents in the Ekumfi District were agricultural activities such as fishing and farming, masons, tailors, hawkers, fruit and vegetable sellers, and the operation provision shops. Finally, some of them are formally employed as teachers and nurses. Additionally, parental education, age, large family sizes, and cultural norms were confirmed as their socio-economic factors that hinder pupils regular school attendance. Moreover, the parents believed that to ensure their involvement in their children's education to promote their regular school attendance, they should make time to establish open lines of communication between schools to enable them to corroborate effectively with them such as during PTA meetings. Finally, the parents cherished that in order to maintain a balance between their socio-economic activities and their children's school attendance, the empowerment of women, proper education of the girl child and the spirit of hard work can enable them do so. Conclusively, collaborating and communicating effectively with the schools were confirmed as other potential strategies. Therefore, the study recommended that public basic schools in the Ekumfi District should stablish efficacious open-door policies and communication with the parents to enable arrest of absenteeism among early grade children. Finally, the Ekumfi District Assembly should consider initiating policies that would empower parents in the District especially those in the areas where poverty level is high, so that they can earn decent incomes, take good care of their children and provide a good enabling environment in the home to enhance learning. A thesis in the Department of Early Childhood Education, Faculty of Applied Behavioural Sciences Education, submitted to the School of Graduate Studies, in partial fulfilment of the requirements for the award of the degree of Master of Philosophy (Early Childhood Education) in the University of Education, Winneba MAY, 2025 2025-05-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5292 Early Childhood Teachers' attitude toward inclusion in Early Childhood Centres within the Ayawaso West Municipality Asare-Darko, R. The purpose of this study was to investigate early childhood teachers’ attitudes toward inclusion in early childhood centres within the Ayawaso West Municipality. This study employed an exploratory case study design, whereas purposive sampling was employed to sample 14 teachers, the study employed semi-structured interview guide, the data was analysed thematically. The study found that teachers in the Ayawaso West Municipality generally support inclusive education because it promotes equity and social development among learners. However, many teachers feel inadequately prepared to effectively address the diverse learning needs of children in their classrooms. They emphasized the importance of a flexible curriculum but identified challenges such as inadequate resources, large class sizes, and weak administrative and parental support. Cultural beliefs were also found to influence teachers’ attitudes toward inclusion, as societal perceptions of disability sometimes conflict with inclusive education principles. The study therefore concludes that successful inclusive education requires a comprehensive reform involving cultural, structural, and professional changes. This includes addressing societal beliefs about disability, providing adequate institutional support, and equipping teachers with practical inclusive teaching strategies. The study recommends professional development programs for teachers, increased funding for learning materials and assistive devices, stronger administrative and parental support, and the inclusion of cultural competence training in teacher preparation programs. A dissertation in the Department of Early Childhood Education, Faculty of Applied Behavioural Sciences in Education, submitted to the School of Graduate Studies in partial fulfilment of the requirements for the award of the degree of Master of Education (Early Childhood Education) in the University of Education, Winneba NOVEMBER, 2025 2025-11-01T00:00:00Z