Access to kindergarten education has increased in Ghana currently, however, due to
poor monitoring and evaluation systems, standards are often compromised. This study
sought to assess quality kindergarten education using one hundred and two (102) public
(52) and private (63) kindergartens in the Tamale Metropolis, of Ghana. A crosssectional design with mixed method approach was used to sample one hundred and
twenty (120) teachers and ten (10) head teachers from the sampled schools. The
selected respondents were given questionnaire to fill out and some interviewed face-toface, alongside classroom and environment observations. Data collected were analysed
quantitatively using the Predictive Analytic Software (PASW version 22) and
qualitatively by extracting themes and subthemes. The findings showed that all the
respondents (both public and private schools) used the Ghana Education Service
curriculum as a guide for teaching. Again, the findings showed that all the respondents
practiced the whole class alongside small group instructional and assessment methods
in their classrooms however, the respondents in the public schools used more whole
class instructional and assessment methods than their counterparts in the private
schools due to the large class sizes. The findings again show that the respondents had
various understanding of quality which guides their teaching and assessment. It was
concluded that, the respondents (heads of schools and teachers) have a wealth of
knowledge which could be harnessed and implemented to achieve the desired quality in
kindergarten education. The study therefore recommends that early childhood
education programmes should provide kindergarteners with opportunities to be
assessed with varying informal techniques and tools within children‘s natural learning
settings to enable teachers provide relevant support in their development and learning.
Again, it is further recommended that more infrastructural development should be established to suit children‘s developmental needs. The findings of this study could
serve as a basis for training for kindergarten teachers, and could also form the basis for
policy and future research.
CDR, C (2021). Quality Kindergarten Education In The Tamale Metropolis: A Study Of Public And Private Schools. Afribary.com: Retrieved April 11, 2021, from https://afribary.com/works/quality-kindergarten-education-in-the-tamale-metropolis-a-study-of-public-and-private-schools
Coalition, CDR. "Quality Kindergarten Education In The Tamale Metropolis: A Study Of Public And Private Schools" Afribary.com. Afribary.com, 06 Apr. 2021, https://afribary.com/works/quality-kindergarten-education-in-the-tamale-metropolis-a-study-of-public-and-private-schools . Accessed 11 Apr. 2021.
Coalition, CDR. "Quality Kindergarten Education In The Tamale Metropolis: A Study Of Public And Private Schools". Afribary.com, Afribary.com, 06 Apr. 2021. Web. 11 Apr. 2021. < https://afribary.com/works/quality-kindergarten-education-in-the-tamale-metropolis-a-study-of-public-and-private-schools >.
Coalition, CDR. "Quality Kindergarten Education In The Tamale Metropolis: A Study Of Public And Private Schools" Afribary.com (2021). Accessed April 11, 2021. https://afribary.com/works/quality-kindergarten-education-in-the-tamale-metropolis-a-study-of-public-and-private-schools