Factors affecting literacy skills development among learners in early childhood centers of Abesim circuit in Sunyani Municipality

Abstract

The purpose of the study was to explore the factors that affect literacy skills development among early childhood learners in the Abesim Circuit in the Sunyani Municipality. The exploratory case study design was adopted for the study. The study used a purposive sampling technique to select thirteen (13) kindergarten teachers in the Abesim Circuit of the Sunyani Municipality for the study. The instruments used for the collection of data were a semi-structured interview guide and observational checklists. The data from the interview were analysed thematically, whereas content analysis was utilized in analysing the observational data. The findings revealed that teaching methods such as whole language, phonics-based instruction, interactive read aloud as well as play-based methods were adopted by the teachers. Also, the findings revealed that learners’ access to books and print materials, and access to technological literacy applications influence young learners’ literacy skills development. The training and professional development of early childhood teachers affect the development of literacy skills of learners. The study therefore recommends that that the Ghana Education Service (GES) offer training and professional development opportunities for teachers to enhance their lesson delivery and also target interventions to support families from lower socioeconomic backgrounds, providing resources and assistance to improve access to educational opportunities as well as the provision of appropriate teaching and learning resources for the teaching and learning of literacy.