http://41.74.91.244:8080/handle/123456789/742 2026-05-30T11:20:20Z http://41.74.91.244:8080/handle/123456789/5240 Parental socio-economic background in fostering numeracy activities in kindergarten learners in Shama Circuit Jallo, H.H This study examined the effect of parental socio-economic status on the development of kindergarten children's numeracy activities in the Shama Circuit of Ghana. Following Bronfenbrenner's Ecological Systems Theory and the interpretivist paradigm, the study employed a qualitative exploratory case study approach to examine how parental financial experiences, educational attainment, occupation, and perceived social status affect children's early development of numeracy. Information was gathered from 12 parents who were purposively selected across different socio-economic statuses via semi-structured interviews. Thematic analysis indicated that increased socio-economic status in the form of more income, education, and jobs with flexible timings led to more parental participation in numeracy activities as a result of enhanced access to resources and confidence in helping children learn. Conversely, restricted resources and reduced education restricted learning material availability and reduced active involvement. In addition, parents' perception of social status impacted their motivation and confidence in being able to enable numeracy development. The study concludes that socio-economic disparities significantly influence early numeracy performance and require specific interventions, parent education initiatives, and equitable resource distribution to bridge the gap. The findings have vital implications for education policy and practice in developing inclusive and equitable early childhood education in Ghana. 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 Philosophy (Early Childhood Education) in the University of Education, Winneba MAY, 2025 2025-05-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5227 Early childhood intervention services for children with special needs in selected early childhood centers in Abuakwa township Kisseih-Herchel, G This study explored the early childhood intervention services for children with special needs in selected early childhood centers in Abuakwa Township. Critical Disability Theory and the social learning theory of Bandura (1986) were adopted for the study. Pragmatism rooted in the mixed method approach was selected for the study. Crosssectional survey was the design used for the study. The target population comprised all teachers and parents of CwSN from five selected public early centers. A total of 65 teachers were randomly selected from the various early childhood center for the questionnaire administration. For the qualitative phase, 5 teachers and 5 parents were selected using purposive sampling. A structured questionnaire and semi-structured interview guide were the instruments used to gather data for the study. The quantitative data was analyzed using simple frequencies counts and percentages, means and standard deviations while the qualitative data was analyzed thematically. The findings established that both parties thus, parents and teachers render EI services to children with special needs to enhance their better well-being and development. In addition, the findings revealed that EI services for CwSN is drawn back by human and financial challenges. Therefore, it was recommended that parents and teachers in Abuakwa Township should not rest on their oars but rather put in more efforts in order to render the apt EI services to CwSN to have positive impacts on their psychological, mental, social, motor and well-being. Finally, all stakeholders in Abuakwa Township should make it their core mandate to put in efforts in providing the required human and capital resources to ensure that they will be able to provide the apt EI services to all early grade CwSN. 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 Philosophy (Early Childhood Education) in the University of Education, Winneba NOVEMBER, 2023 2023-11-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5197 Kindergarten teachers’ attitude towards the use of play-based pedagogy in Sagnerigu Municipality of the Northern Region Oyebisi, V The purpose of this study was to explore how kindergarten teachers in the Sagnerigu Municipality use play-based methods in teaching numeracy to young learners. The researcher adopted the quantitative research approach. Descriptive survey research design was adopted. The target population for this study consisted of all kindergarten teachers in Sagnerigu Municipal in the Northern Region, with a Population of 270 teachers, Krejcie and Morgan sampling techniques was used to sample 159 respondents for the study, the instrument used was a structured questionnaire. The Statistical Package for Social Sciences (SPSS) software was used to analyze the quantitative data. The study revealed that the availability of material resources to support play-based pedagogy in Sagnerigu Municipality is limited. Many kindergarten teachers reported insufficient access to age-appropriate play materials, such as educational toys, learning aids, and outdoor play equipment. As a result, teachers often resorted to using locally made or improvised materials, which may not fully align with the pedagogical objectives of play-based learning. The findings revealed that most kindergarten teachers in Sagnerigu Municipality had not received formal training on play-based pedagogy. While some teachers had attended brief workshops or in-service training, the majority reported a lack of specialized training on how to effectively integrate play into the curriculum. The study highlighted several critical factors influencing the implementation of play-based pedagogy in Sagnerigu Municipality. The findings revealed that while material resources and teacher training are limited, there is a strong need for more support in these areas. Teachers face various challenges, including overcrowded classrooms, limited time for play, and a lack of community support. However, strategies such as increasing access to resources, providing targeted professional development, and fostering collaboration among teachers were identified as essential for improving the implementation of play-based learning. Addressing these issues will be crucial for enhancing the quality of early childhood education in the municipality. The study recommended that Headteachers work closely with the GES to secure funding and resources for play-based activities, such as toys, educational games, and outdoor play equipment. Additionally, the Ministry of Education should prioritize the allocation of materials specifically designed for play-based learning in the early childhood education sector. It is recommended that the GES and the Ministry of Education invest in continuous professional development for kindergarten teachers in the Sagnerigu Municipality, focusing specifically on play-based pedagogy A thesis in the Department of Early Childhood Education, Faculty of Applied Behavioural Science in 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 JANUARY, 2026 2026-01-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/5187 Assessment practices of kindergarten teachers in the Awutu Senya East Municipality Beniwinde, G The purpose of the study was to explore kindergarten teachers' assessment practices in the Awutu Senya East Municipality. This was a qualitative study underpinned by interpretive philosophical thought. Out of the 56 kindergarten teachers, 12 teachers comprising 6 urban and 6 rural kindergarten teachers were involved in the study. Data for the study was gathered through observation and semi-structured–interview guide which was thematically analysed. The study found, among others Kindergarten teachers implemented assessment practices such as observation, portfolio building, checklists, and technology assessment in various ways; These assessment practices employed by kindergarten teachers were found to effectively impact students' cognitive and psychomotor skills. There was effective implementation of assessment practices like observation, technology and portfolio. However, it was revealed that, KG teachers assign tests to learners as a means of assessment, which is inappropriate. Additionally, it was shown that teachers were ignorant of various assessment practices, such as anecdotal records, rating scales, and running records. Also, kindergarten teachers faced challenges such as absenteeism, large class sizes, lack of parental commitment due to financial constraints, parental ignorance about assessment practices, lack of space for playing grounds for urban schools, noise from commercial centers in the urban schools and the time-consuming nature of the process. Base on the results the study recommends that stakeholders such as teachers, school authorities, civil society groups, etc. should advocate for improvements in infrastructure and allocation of resources to address challenges such as large class sizes, absenteeism, and lack of parental commitment due to financial constraints. A Thesis in the Department of Early Childhood Education, Faculty of Educational Studies submitted to the school of Graduate Studies in partial fulfilment of the requirement for the award of the degree of Master of Philosophy (Early Childhood Education) in the University of Education, Winneba FEBRUARY, 2026 2026-02-01T00:00:00Z