Preschool Teachers Perceptions Of Early Childhood Educational Best Practices In The Cape Coast Metropolis In Ghana

ABSTRACT

The study assessed knowledge and practice of preschool teachers about early

childhood educational best practices in the Cape Coast Metropolis. A descriptive

research design was adopted for the study. The study employed quantitative

approaches through the use of self-developed questionnaires. In all Krejcie and

Morgan sample size determination table was used to select 217 preschool teachers

using the multistage sampling technique. The data were analysed using both

descriptive and inferential statistical tools. The findings from the study revealed

that preschool teachers were aware of and have knowledge about early childhood

educational best practices. Also, results from the study indicated that even though

preschool teachers had knowledge about the early childhood best practices, they

did not apply or implement them in the classroom. Some challenges including

lack of teaching learning materials hindered the implementation of early

childhood educational best practices among preschool teachers in Cape Coast

Metropolis. It was recommended from the study that, the Ministry of Education

should ensure that the developmental goals and objectives in the early childhood

development curriculum reflected local values and informed approaches to

classroom practices. It was further revealed that the curriculum should also reflect

the customary practices, traditions, and rituals that touched the lives of children in

various cultural contexts and encourage the participation of children in the

everyday activities of their community. Early childhood teachers should be given

professional training.

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