Abstract:
The study the assessed knowledge and practices of preschool teachers’ perception
about developmentally appropriate practices in the Ga North District in the Greater
Accra Region of Ghana. The descriptive research design was adopted for the study. A
self-developed questionnaire was used to collect data. In all, 217 respondents were
sampled using random sampling technique. The results from the study revealed that
pre-school teachers are aware of and have knowledge developmentally appropriate
practices. Again, the results from the study unravelled that even though pre-school
teachers have knowledge about some of the developmental appropriate practices, they
do not apply or implement them in the classroom. Finally, the study identified some
challenges that included the lack of parental support, inadequate teaching and learning
materials, lack of pupil’s readiness, Inadequate school facilities, lack of full
government support, and attitudes of school heads. The study recommended that the
Ministry of Education should provide teachers with comprehensive training and
awareness about the use of DAP within a culturally-relevant context. Again, the
Ministry of Education should ensure the developmental goals and objectives in the
syllabus reflect local values and inform approaches to classroom practices.
Description:
A dissertation in the Department of Early Childhood Education,
Faculty of Educational Studies, 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