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To explore stakeholders' views on quality early childhood education in private day care centers in Ghana: a qualitative approach

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Document pages: 10 pages

Abstract: In Ghana, despite the increase in school enrolment, most children do not have access to quality early childhood education. In Ghana, one of the challenges faced by stakeholders in promoting quality standards is the lack of context specific and culturally relevant quality definitions in early childhood education. In this paper, we use the data collected from qualitative and semi-structured interviews to explore the stakeholders definition of early childhood education quality, the meaning of quality and the key characteristics emphasized when recruiting high-quality early childhood education teachers. For participants, quality early childhood education consists of three key components: safety, nutrition and teaching. Cognitive development, social skills and leadership are emphasized asme of the benefits of quality early childhood education for children. Regarding the recruitment of teachers, participants emphasized tertiary education rather than attitudinal and behavioral qualities as relevant for teachers in early childhood education. In view of the emphasis placed on nutrition in defining quality, we recommend that advocacy groups must ensure that the government’s school feeding program extends to day care centers. This will go a long way to ensure that children from poor households are not excluded from the benefits of quality early childhood education.

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