The Role of Teaching and Learning Materials and Interaction as a Tool to Quality Early Childhood Education in Agona East District of the Central Region of Ghana

Autor/in	Oppong Frimpong, Samuel
Titel	The Role of Teaching and Learning Materials and Interaction as a Tool to Quality Early Childhood Education in Agona East District of the Central Region of Ghana
Quelle	In: African Educational Research Journal, 9 (2021) 1, S.168-178 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2354-2160
Schlagwörter	Instructional Materials; Manipulative Materials; Visual Aids; Books; Early Childhood Education; Educational Quality; Young Children; Developmentally Appropriate Practices; Play; Access to Education; Interaction; School Location; Private Schools; Public Schools; Foreign Countries; Ghana + Suchen Sie Ihr Suchwort? Lehrmaterial; Lehrmittel; Unterrichtsmedien; Hilfsmittel; Anschauungsmaterial; Book; Buch; Monographie; Monografie; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Quality of education; Bildungsqualität; Frühe Kindheit; Entwicklungsbezogene Bildung; Spiel; Access; Bildung; Zugang; Bildungszugang; Interaktion; Schulgelände; Private school; Privatschule; Public school; Öffentliche Schule; Ausland
Abstract	Early years experiences in quality thinking and socialization are critical to the optimal development of children, and Quality Early Childhood Education (QECE), is crucial in achieving these quality developments. However, several literatures suggest that there is a general lack of Teaching and Learning Materials (TLMs) in Sub-Saharan Africa, Ghana inclusive. Meanwhile, the constructivists' theory and other researches indicate that to ensure QECE, TLMs should be available and accessible to learners to interact with in advance and during a lesson. Using case study design therefore, data in the form of interview and observation were collected from twelve ECE schools in the Agona East District of the Central Region of Ghana. Participants composed of twelve ECE teachers and twelve head teachers of the schools totalling twenty-four. The findings suggest that participants perceived TLMs as very important factor in ensuring QECE provision. Again, TLMs were not readily available and so the children could not interact with them. The study further revealed that the unavailable nature of the TLMs hindered children's accessibility and active interaction with them. The findings further revealed that interaction could not feature prominently in the provision of the ECE due to unavailability and inaccessibility of TLMs. Based on the findings, it is suggested that teachers and providers of ECE should ensure that TLMs are made available and accessible to learners to interact with. Teachers should also devise innovative ways of creating and developing TLMs from their locality. Moreover, they should encourage and promote children's active interaction with the TLMs, as this is a sure way of achieving learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01