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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/12618

Title: Early childhood pedagogy in a Ghanaian sociocultural medley: a case study of two kindergarten classrooms in the Central Region
Authors: Abroampa, Winston Kwame
Keywords: Childhood pedagogy
Socio-cultural context
Early childhood teachers
Issue Date: 2019
Publisher: International Journal of Basic Education Research & Policy
Abstract: In a quest for quality-driven early childhood education settings, it is important to explore subtleties that define socio-culturally-relevant pedagogy that is often ignored in scholarly literature. ·. To address this gap in literature, a multi-case study approach was used to explore 4 kindergarten teachers' views regarding early childhood pedagogy over a six month period in kindergarten classrooms in two schools in the Awutu Senya East District ih Central Region, G~ana. This study sought to establish why children's sociocultural c~ntexts influence choice of pedagogy in kindergarten classrooms. The sources of data comprised semi-structured individual interviews, pair-interviews and field notes of classroa.rns observations. Both within and across case interpretative analysis was used. The study established that, participants in the two cases perceived that a socio-cultural context-bq,sed pedagogy such (lS learning materials, storytelling, traditional songs and traditional rhymes supported children's development in terms of their understanding of concepts, language development, cognitive and moral development respectively.
URI: http://hdl.handle.net/123456789/12618
Appears in Collections:College of Architecture and Planning

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