Kindergarten teachers’ knowledge of teaching writing skills at Early Childhood Centres in the Asunafo North

Abstract

The purpose of this study was to explore kindergarten teachers’ knowledge of teaching writing skills at early childhood centres within the Asunafo North District. The researcher adopted the pragmatist paradigm. The study adopted a mixed-methods approach. Explanatory sequential design was used. A total of one hundred and ten (110) respondents were sampled for the study using Census and purposive technique. Structured questionnaire and interview Guide were used to gather data for the study, data was analysed using descriptive statistics and thematic analysis. The study found out that, most kindergarten teachers in Asunafo North District have moderate knowledge of teaching writing skills, showing strengths in basic concepts but lacking depth in areas like emergent writing and inclusive strategies. Teachers often used practical methods like tracing, labeling, and storytelling, though implementation lacked consistency. Limited formal training in early writing instruction was reported, with most teachers lacking targeted professional development. Additionally, major challenges included large class sizes, inadequate resources, limited space, and minimal parental support. These findings highlight the need for structured training, better resources, and collaboration among stakeholders to improve writing instruction in early childhood education. The study concluded that kindergarten teachers in Asunafo North District possess moderate knowledge in teaching writing skills, using basic strategies like tracing and copying. However, they lack specialized training and face challenges such as large class sizes and inadequate resources. The study recommended that the Education Directorate, in collaboration with Asunafo North District, provide regular in-service training focused on effective writing strategies. It also advised supplying adequate teaching materials, reducing class sizes, and introducing mentoring programs to support teachers. These steps aim to enhance early writing instruction and improve literacy outcomes for young learners in early childhood classrooms.