Pre-school teacher’s perceptions of Early Childhood Educational best practices in the Asante Mampong Municipality in Ghana

Abstract

The study assessed knowledge and practice of preschool teachers about early childhood educational best practices in the Asante Mampong Municipality. A descriptive research design was adopted for the study. The study employed quantitative approaches through the use of self-developed questionnaires. In all Krejcie and Morgan sample size determination table was used to select 217 preschool teachers using the multistage sampling technique. The data were nalysed using both descriptive and inferential statistical tools. The findings from the study revealed that preschool teachers were aware of and had knowledge about early childhood educational best practices. Also, results from the study indicated that even though preschool teachers had knowledge about the early childhood best practices, they did not apply or implement them in the classroom. Some challenges including lack of teaching learning materials hindered the implementation of early childhood educational best practices among preschool teachers in Mampong Municipality. It was recommended from the study that, the Ministry of Education should ensure that the developmental goals and objectives in the early childhood development curriculum reflected local values and informed approaches to classroom practices. It was further revealed that the curriculum should also reflect the customary practices, traditions, and rituals that touched the lives of children in various cultural contexts and encourage the participation of children in the everyday activities of their community. Early childhood teachers should be given professional training.