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Exploring Stakeholder Perceptions of Quality Early Childhood Education in Private Day Care Centers in Ghana: A Qualitative approach

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posted on 22.09.2020, 15:44 by John Forkuor, Belinda Lebene Ami Bamezor, Theophilus Quaicoe, Frances Dufie Azumah

In Ghana, despite increasing enrolment, majority of children do not have access to quality early childhood education. The lack of a context specific and culturally relevant definition of quality in early childhood education is one of the challenges stakeholders face in promoting quality standards in Ghana. In this paper, we use data collected through qualitative semi-structured interviews to explore stakeholder definition of quality in early childhood education, the implications of quality, and the key characteristics emphasized in recruiting teachers into quality early childhood education. For the participants, quality early childhood education embodies three key components: safety, nutrition, and teaching. Cognitive development, social skills and leadership abilities were emphasized as some 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.

Funding

No funding was received

History

Declaration of conflicts of interest

There is no conflict of interest to declare

Corresponding author email

kforkuor@yahoo.com

Lead author country

Ghana

Lead author job role

Higher Education Lecturer

Lead author institution

Kwame Nkrumah University of Science and Technology

Human Participants

Yes

Ethics statement

Authors sent letters describing the intended research and the types of data to be collected to each of the institutions. In addition to institutional consent, all participants in the study gave their consent. Researchers assured participants that their identities will be anonymised in any subsequent publication. Researchers have upheld this responsibility.

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